You could start any lesson with the Horse Awareness Test -
Introductory lesson by Maggie White (from an old Getty post)
From Maggie: I've done this with my high school and art education
students. It drives home the concept of their CONCEPTION of an object
(what they think something looks like) and their PERCEPTION (what they
Here is the handout that she wrote up for this exercise.
THE H.A.T. (Horse Awareness Test)
This is a great first-day-of-school icebreaker (usually takes two
periods). It's fun, teaches them about contours and proportions, and
helps demonstrate the importance of observation when learning to draw.
This is an adaptation of a "test" developed by one of my graduate
professors, Warren Anderson. His was called the S.A.T. (Saguaro
Awareness Test). Since we have no saguaros but plenty of horses around
here, I adapted it to something the students are very familiar with.
You'll have to do the same (their sneakers? a local landmark? a school
bus?). Prepare slides showing various aspects of the object, or a good
transparency from a clear photograph. Work from a photograph, not
another artist's rendition.
Give each student a piece of paper and ask them to draw, to the best
of their ability, the subject you've chosen. The entire object should
be shown (i.e., the horse can't be standing in tall grass or deep
and should fill as much of the paper as possible. Give them 20-30
minutes for this. When time's up, they should put down their pencils
while you show them the slides and point out specific characteristics
of the object. I introduce the terms conception and perception:
oftentimes, our concept of what an object looks like does not
correspond to what it actually looks like. Drawing is largely a matter
of learning how to really observe what is there. If the actual object
is not available, they should work from photographs. Other artists'
work may be stylized or inaccurate.
I show them how to use their pencils to measure (like "real artists"),
estimate proportions, and gauge curves and angles compared to the
straight pencils. They measure the proportions of their own
drawings--no erasing and correcting!--as well. The visual analysis
takes another 20-30 minutes. They then turn their papers over and
re-draw the object; this time, the transparency remains projected so
they can observe the horse and measure the proportions and contours
(you could also have color photographs to put out at the tables -
horse in a variety of poses). This requires quite a bit more time than
the first drawing. The difference between the two drawings is usually
pretty dramatic. I always save the drawings to hand back at the end of
the year, which gives them a good laugh at what amateurish artists
they used to be.
The lesson plan page has Stick Horses pictured courtesy of Sue Stevens.
If anyone does any of the other lesson ideas, please send images -
then I will develop those lessons more.
Hope someone out there can use this... Sue says the stick piles are
already appearing in her neighborhood. Start collecting now.
On side note: The ceramic artist with the stylized clay slab horses
did not want her site linked... If you need samples of her work to
inspire, let me know. I will give you her site off list. I won't let
artists take away your Fair Use to be inspired.... She was offended
that I listed her sculptures as inspiration for elementary.


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Energy: Its Use and the Environmentby Roger A Hinrichs
Synopses & Reviews
ENERGY: ITS USE AND THE ENVIRONMENT, Third Edition is an introductory textbook that emphasizes the physical principles behind energy and its effects on our environment. It can be used in physics, technology, physical science, and environmental science courses for non-science majors. Many of the standard topics found in introductory physics textbooks are included. As a result, this book can be used as the text in a conceptual physics course with energy as the central theme. Much of the pedagogy used comes from a one-semester general education course the authors have taught at State University of New York (SUNY) College at Oswego, over the past 20 years. No math or other science prerequisite is necessary.
An introductory level textbook that emphasizes the physical principles behind energy and its effects on our environment. Features include general heat principles; renewable energy; solar heating systems; photovoltaic devices and wind turbine generators.
What is the impact of energy issues such as lobal warming, radioactive waste, municipal solid waste, and nuclear energy production materials on the individual and society? ENERGY: ITS USE AND THE ENVIRONMENT emphasizes the physical principles behind energy and its effects on our environment, explaining the basic physical principles behind the use of energy, including the study of mechanics, electricity and magnetism, thermodynamics, and atomic and nuclear physics. By placing energy issues within the context of everyday examples and asking you to define and support critical arguments, ENERGY: ITS USE AND THE ENVIRONMENT offers a provocative approach to this crucial issue.
About the Author
Roger Hinrichs has been Professor of Physics and department chair at SUNY-Oswego, where he has taught energy related courses for over 25 years. His training is in experimental nuclear physics, and his research involves studies of trace materials in environmental and biological samples using PIXE with Oswego's Van de Graaff particle accelerator. He has an interest in energy use in developing countries, and spent time in Kenya and India as well as a year as Fulbright Scholar in the sultanate of Oman. He co-directs the Institute in Energy Education, a program for secondary school science and technology teachers. In its 20 years, this program has impacted over 500,000 students and has won numerous awards. Dr. Hinrichs also supports active inquiry-based learning in the classroom; some of the activities in this text come from, or are part of, his course "Physics for Elementary Education Majors." He has worked as a consultant at local, state, and national levels on matters of energy policy and energy technologies. Presently, he is a visiting professor at the Weill Cornell Medical College in Qatar.Merlin H. Kleinbach received his Bachelor's degree from Westmar College, IA; his Masters degree from Colorado State College, 1955 and Ed.D from the University of Missouri in 1959. He has taught high school science and industrial arts in Colorado; college courses in woodworking technology, metals technology, and basic electronics as well as Professional Education graduate courses for seven years at Wayne State College in Nebraska. Given an opportunity to teach and travel overseas, he took a position at Haile Selassie I University in Addis Ababa Ethiopia for four years (1966-1970), assisting in developing a teacher education program to prepare technology teachers for the newly developed comprehensive school program there. The University employed faculty from several dozen different countries from around the world, providing real insights into other cultures their concerns and potential. During this period, he and his family traveled extensively to countries in Europe, Africa and Asia.
Table of Contents
1. Introduction. 2. Energy Mechanics. 3. Conservation of Energy. 4. Heat and Work. 5. Home Energy Conservation and Heat-Transfer Control. 6. Solar Energy: Characteristics and Heating. 7. Energy from Fossil Fuels. 8. Air Pollution and Energy Use. 9. Global Warming, Ozone Depletion, and Waste Heat. 10. Electricity: Circuits and Superconductors. 11. Electromagnetism and the Generation of Electricity. 12. Electricity from Solar, Wind, and Hydro. 13. The Building Blocks of Matter: The Atom and Its Nucleus. 14. Nuclear Power: Fission. 15. Effects and Uses of Radiation. 16. Future Energy Alternatives: Fusion. 17. Biomass: From Plants to Garbage. 18. Tapping the Earth's Heat: Geothermal Energy. 19. A National and Personal Commitment. Appendices. Glossary. Index.
What Our Readers Are Saying
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The EGUSD CCSS-Aligned Rubrics have been centrally located on one page. Click here to access grade-specific rubrics.
2nd Grade – Preservice PowerPoint – This PowerPoint was used by second grade presenters for the year-round, modified-traditional, and traditional preservice dates.
Selected Standards for Open Court – Units 1 – 3 – This resource identifies standards that could be taught with any of the unit 1, 2, and 3 selections. Additional comments regarding instructional connections are located in the third column.
Text-Dependent Question (TDQ) Bank – This TDQ bank includes multiple question frames organized by reading-literature and reading-informational text standard. Some standards do not have examples since it’s completely dependent on the texts being used as to what the question could be (e.g., standards asking students to compare texts).
Selection Assessments Notice:
Due to previous accessibility of the assessments to any individual who visits this webpage (including the potentional for students to view the answers for upcoming assessments), the Open Court selection assessments have been moved into Outlook’s Public Folders.
PATHWAY for EGUSD teachers only: Teachers!…EGMAP…___Grade…ELA
Narrative Writing Prompt – Unit 1 selections from Open Court could be used to model the writing expectations of this narrative prompt
Informational Writing Prompt – Information from Unit 3 selections from Open Court are referenced in this prompt.
Graphic Organizers for Reading and Writing Standards
2nd Grade – Standards at a Glance – This document contains the ELA standards for 2nd grade only.
Standards-Alignment Guide – This resource may be used for 3 primary functions: 1) the determination of standards to align to various texts by having the user ask him/herself a series of questions; 2) the creation of text-dependent questions through sample question frames; and 3) the identification of clear learning objectives tied to specific reading standards. The sample questions and deconstructed tasks found within the document in the second and third columns respectively were modified from work produced by the Delaware Department of Education.
Sample Reading Tasks – CCSS Appendix B Excerpts – In order to best connect reading to writing, the K-2 reading performance tasks described in Appendix B of the CCSS document was excerpted and organized by grade-level in order to help provide teachers with examples of reading tasks that could be turned into writing tasks.
Central Message – Graphic Organizer Version 1 – This graphic organizer is used to identify a central message, collect evidence, and then analyze how the evidence connects to the identified central message. There is a checklist of things to consider when identifying a central massage (the difference between graphic organizers).
Central Message – Graphic Organizer Version 2 – This graphic organizer is used to identify a central message, collect evidence, and then analyze how the evidence connects to the identified central message.
Three Little Pigs – script – This anonymous version of The Three Little Pigs was used as the text for sample evidence and the evidence sort activity as presented during pre-service.
Evidence Sort – “The Library” – This sort contains the evidence strips that were used when teaching central message for the selection “The Library” found in Open Court.
Pre-Service Training for ELA (July/August 2013)
PowerPoint for 2nd Grade Pre-Service – This was the PowerPoint used for the July 15-16 and August 12-13 pre-service workshops. Videos used during the training can be accessed by going to the specific ppt. slide, putting the ppt. in presentation mode, and then clicking on the hyperlinked icons.
CCSS Training for ELA – 2nd Grade (Summer 2013)
The following powerPoint and handouts were provided to the attendees at the Common Core second grade training held throughout the summer of 2013.
PowerPoint Used for Summer Training – Speaking & Listening, Reading-Literature, Informational Text, and Foundational Skills
Selected Standards Matrix for Open Court Selections – This teacher-created resource identifies Common Core standards that align to Open Court selections. It also makes some recommendations about the order that social studies and science might be instructed. This is an Excel document, and each O.C. unit is listed as a workbook sheet. Click on the worksheet titles at the bottom of the document to access each unit.


Elementary education is at an important crossroads: breathe new life into handwriting instruction, let it die a slow death or abandon it completely. Many people are leaning toward the last option. The American National Association of State Boards of Education (NASBE) recently published the policy update “The Handwriting Debate,” which describes the current state of affairs, particularly in light of research. Studies show that learning to write is much more than just the acquisition of a useful skill. Mobile apps such as LetterSchool could play an important role in the revival of handwriting education.
The NASBE report shows that learning to write is crucial for young children’s development, but the time, knowledge and resources to offer quality handwriting instruction are often lacking. “Using current techniques and goals,” the report says, “handwriting can be taught much more eﬃciently and eﬀectively—and without as much pain for students—than in the past.”
One conclusion that can be drawn from the report is that, though the use of pen and paper is diminishing, the act of learning to write is extremely important for young children’s development in the following areas: cognitive and motor skills development, literacy development, brain development, memory and written expression. The report adds that handwriting instruction is especially valuable to many students with disabilities. The problem is that overfull curricula leave little room for handwriting lessons. Moreover, those lessons often make less than optimal use of the available time. Many schools consider handwriting skills a lesser subject, and many teachers indicate that they received poor handwriting instruction themselves. Mobile apps such as LetterSchool provide a solution to these problems.
Software publisher Boreaal concurs that educational apps such as LetterSchool can form a large part of the solution. By offering individualized writing exercises on the iPad or iPhone, LetterSchool makes it possible to provide high-quality instruction at low expense and with minimal teacher effort.
By spending $2.99 on LetterSchool, schools not only save money on expensive handwriting methods and software, but also on precious teaching time. Moreover, Boreaal claims that LetterSchool’s instructions can be much more effective than traditional teaching methods. By watching the animated letter formations, and by forming the letters and numbers themselves over and over again, children are able to fully internalize their shapes and functions. The kinesthetic practice, which occurs through fun and nonthreatening motor activity rather than passively listening to classroom instruction, reinforces the results.
LetterSchool has already been introduced into many homes, schools and therapy practices all over the world. The method’s educational value is strongly appreciated by users. Feedback confirms that LetterSchool lets kids have fun while they practice the complex skills of handwriting. The continuous highly positive response from parents, teachers and therapists underscores LetterSchool’s important role as an innovator in handwriting instruction. A list of the app’s awards and experts’ reviews is available at LetterSchool.com.
Source: Press Release


Teach children the power of activity!
Teaching children physical education fulfills a unique role in their overall development.
Learn activities and games that provide kids with the knowledge, skills, and attitudes necessary for a healthy lifestyle. You'll learn from professors such as Kathy Haas, who says, "Our vision is to communicate the importance of balancing a healthy lifestyle that includes exercise, physical activity, or just play - a challenge in today's society!"
In addition to the Teacher Education Candidate Proficiencies, physical education candidates demonstrate their ability to develop and plan physical education curriculum (K-12) that includes developmentally appropriate instructional strategies targeting state and national standards.
"I know this is where I belong."
- Hannah McCormish
Elementary Education, 2012
A major in Physical Education consists of the following:
- PE 215 - Anatomical Structure and Function
- PE 265 - Introduction to Fitness, Physical Education, and Sport
- PE 282 - Individual Sport Instruction
- PE 283 - Team Sport Instruction
- PE 284 - Dual Sport Instruction
- PE 320 - Physical Education for Children
- PE 332 - Motor Behavior
- PE 345 - Sociology of Sport
- PE 383 - Curriculum and Instruction in Physical Education
- PE 424 - Adapted Physical Education
- EXSC 313 - Kinesiology
- EXSC 413 - Physiology of Activity
- HED 220 - Core Concepts of Health
- BIOL 273 - Introduction to Human Biology
Professional education courses totaling 35 hours are also required for licensure:
- EDUC 112 - Foundations of Education
- EDUC 232 - Psychology of Human Learning
- EDUC 262 - Instructional Technology
- EDUC 312 - Principles of Secondary School Instruction
- EDUC 357 - Content Reading Strategies
- EDUC 405 - Applied Instructional Technology
- EDUC 415 - Assessment in Education
- EDUC 460 - Student Teaching Seminar
- EDUC 472 - Teaching Physical Education in the Secondary School
- EDUC 495 - Multi-Age (PreK-12) Student Teaching
- SPED 243 - Inclusion and the Schools
- Valid Red Cross First Aid & Safety Certification is also required.
Acquiring licensure in both Physical Education and Health Education:
Acquiring licensure in both Physical Education and Health Education is an option that may enhance employability, particularly in the state of Ohio. With the following additional courses, a student will receive health education licensure valid for teaching health education in PreK-12. Careful planning with the academic advisor is encouraged. Two additional semesters will be required in order to complete both licensure programs.
- HED 200 - Philosophy and Foundations of Health Education
- HED 300 - Community and Consumer Health
- HED 330 - Organization of School Health: PreK-12
- HED 342 - Introduction to Illness and Diseases
- HED 361 - Drug Education
- HED 425 - Health and Sexuality Education
- HED 431 - Program Planning and Evaluation
- HED 442 - Biostatistics and Epidemiology
- EDUC 245 - Teaching the Young Child
- EDUC 436 - Methods and Materials in Health Education


An April 5 editorial, "The poor's performance,'' lamented the research results which reveal that poor and minority children have lower high school graduation rates than other children, and if they can make it into college they are often problematic students because they have poor preparation.
What is poor preparation and what can be done to improve the education of all of our children? An essential skill to succeed in school and in society is the ability to read. The ability to read with ease for study and work and the motivation to read for pleasure and for self learning are the trademarks of an educated person.
Reading is essential to success in high school and college and many of these students from poor and minority families never become capable readers. Even fewer students are able to read scientific and technical material which is essential in many professions.
The National Research Council states in "Preventing Reading Difficulties in Young Children" that "the majority of reading problems faced by today's adolescents and adults are the result of problems that might have been avoided or resolved in the early childhood years."
Let us have public discussion and implementation of research-based best practices that promote early literacy development for all the children in our community.
I thank The Blade for this challenge to debate and hope that it will take a leadership role in a Reading Summit for All.
Elizabeth S. Ruppert
Editor's note: Elizabeth Ruppert is emeritus professor of pediatrics at the Medical College of Ohio.
With the passing of Pope John Paul II, I pray that the media will look at the Catholic Church in a more positive light. The current reflective and reverent media coverage of the Pope's death and the church is a welcome change.
Most priests and religious quietly live lives that mirror this great man of God. I know I speak for many when I look at how my life was profoundly blessed by priests who invested time and energy in my life. There are countless positive examples that could be listed. I must include the Jesuits at St. John's who teach and live humility, excellence, and that it is always better to give than receive. This Catholic school and many like it send not only well educated but generous and humble stewards of Christ's gifts.
Pope John Paul II lived the Gospel and truly followed the command of Christ to "go into all the world and preach the gospel" (Mark 16:15). Pope John Paul II is respected and loved by all faiths and governments.
The world acts like a cafeteria and chooses what parts of the Gospel it feels is relevant. Like Christ, John Paul II even forgave and ministered to the man who wanted him dead. He, like Christ, lovingly and boldly showed us how to live and prepare for an eternity with God. Pope John Paul never watered the Gospel message down or made it politically correct to please an audience. Pope John Paul II will no doubt be named John Paul the Great.
Two people passed away last week. One was an unwilling pawn of the circus created by political opportunists. The other died with dignity. Consistent with his faith, the Pope refused life support. During his life he taught us how to live. In death he showed us how to die.


Undergraduate Course Descriptions
|NSED - Natural Sciences Education|
|Catalog Nbr.||Course Title/Course Topics||Credits|
|NSED 321||Teaching Elementary/Middle School Science||3.00|
|Study of the theories, models and strategies for teaching science concepts and skills to elementary/middle school children (ages 6-12/13; grades 1-7/8). National and state standards guide the conceptual framework for this course. Kindergarten pedagogical issues addressed to comply with Minnesota licensure requirements. Prerequisites: General Education science requirements for the Elementary Education major.|
Prerequisite for taking this course is admission to the Teacher Education Program.
Other, Refer to Catalog
|NSED 339||Teaching Science in the Secondary School||3.00|
|General principles and problems of teaching science in the secondary schools. Emphasis on organizing activities for teaching, materials, resources, current methodology, and participation in the classroom. (Lecture three hours)|
Prerequisite for taking this course is Junior Status, and admission to the Teacher Education Program.
Spring Term Only
Copyright © The Board of Regents of the University of Wisconsin System
University of Wisconsin-Superior is an equal opportunity educator and employer


Information literacy initiatives at Cardiff
We have created a range of resources for our subject librarians and University staff to help them support information literacy development. Whether you are here at Cardiff University or from the wider IL community, you are welcome to use or adapt these resources, under the terms of our Creative Commons licence. Do get in touch to let us know how you intend to use them.
This selection of articles and presentations provides more information on why they were created and how they have been used.
Cardiff University hosted phases I and II of the Welsh Information Literacy Project, which promotes the understanding and development of information literacy in education, the workplace, and the wider community across Wales. The project was the inspiration for the Information Literacy Framework for Wales (PDF file).
For our latest developments, see the News section below.
Information Literacy Resource Bank
The Information Literacy Resource Bank is a repository of bite-sized information literacy learning resources for lecturers, tutors and librarians to re-use in their teaching materials.
There is a selection of activities, movies, diagrams and cartoons as well as short self-paced tutorials on topics such as evaluating information, citing references and plagiarism.
The Bank also includes the Student Survival Guide to Writing a Good Essay podcast.
Cardiff University's Cephalonian Method was created to provide variety and interaction in library orientation. The innovative fusion of music, colour and audience participation is a useful model for conveying information in an engaging fashion. It can be adapted to suit both large and small groups.
Handbook for Information Literacy Teaching
HILT supports information literacy teachers by helping them acquire the necessary skills to deliver engaging and effective sessions. It covers all major aspects of IL teaching from planning to assessment and also provides a wealth of versatile teaching materials.
A new strategy to further develop information and digital literacies in the University has just been launched.
'Citing the Law' an online tutorial from Information Services, has won second prize in the Jorum Learning and Teaching Competition.
The valuable contribution of two of the University's library staff to the field of information literacy has been recognised at the recent Librarians' Information Literacy Annual Conference (LILAC).
A national project to promote the understanding and development of information literacy in Wales, has secured further funding from the Welsh Assembly Government.
An all-Wales information literacy project launched today aims to ensure that Wales receives the social, economic and educational benefits of a fully information literate population.
Find out more about the new project to establish a national Welsh framework for information literacy.


Culture Of Korea Traditional Music
A selection of articles related to culture of korea traditional music.
Original articles from our library related to the Culture Of Korea Traditional Music. See Table of Contents for further available material (downloadable resources) on Culture Of Korea Traditional Music.
- An Overview of Gospel Music
- Gospels refer to the first four books of the Bible’s New Testament. These hymns became integral part of worship services of “Protestants”.
>> Poetry & Fable
- Black Gospel Music
- Black Gospel music is also known as Urban Contemporary Gospel music. Its roots were the Negro spiritual songs that were sang by the African slaves while tilling the rich cotton fields of their white Southern masters in the early 18th century.
>> Poetry & Fable
- The Celtic Vedic Connection, Part I
- Of all the great ancient cultures perhaps no two share more parallels than those of the Celtic and Vedic peoples. A deep rooted affinity runs between them, what is present in one is mirrored in the other. Myths, Gods, Goddesses, even fairy tales bear a...
Religions >> Druidism
- Lynne, Carol
- Growing up surrounded by music, Carole Lynneâ€™s musical education has ranged from the informal training of her parents teaching her how to sing jazz to formal instruction at The Juilliard School of Music, University of Michigan Music School, and The American...
Real Interviews >> Authors
Culture Of Korea Traditional Music is described in multiple online sources, as addition to our editors' articles, see section below for printable documents, Culture Of Korea Traditional Music books and related discussion.
Suggested Pdf Resources
- Korean Music and its Chinese Influences
- long history and its advanced culture, always a step ahead of its neighbors.
- womex book-최종.indd
- the Korean people's long history and diverse, traditional culture.
- KOREAN CLASSICAL MUSIC AND DANCE
- and was eventually invited to join a government- sponsored troupe that performed the traditional music and dance of the Korean culture.
- Layers of Thought on Korean Music, Music Education and the Value
- The root of Korea's traditional music, like its culture, goes back thousands of years while Western music has influenced Korean culture only in the last 100 years.
Suggested Web Resources
- Music of Korea - Wikipedia, the free encyclopedia
- Korean music, along with arts, painting, and sculpture has been practiced since prehistoric times.
- Culture of Korea - Wikipedia, the free encyclopedia
- This article is about the traditional culture of Korea.
- Music from Korea - Korean Traditional Music
- Korean Traditional Music Audio Files. Music from Korea Always under construction by Sang Cho .. Korean Culture Documents.
Great care has been taken to prepare the information on this page. Elements of the content come from factual and lexical knowledge databases, realmagick.com library and third-party sources. We appreciate your suggestions and comments on further improvements of the site.
Culture Of Korea Traditional Music Topics
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This post was contributed by Sarah of Little Bins For Little Hands.
Simple Valentine’s Day Science for Kids
Preschool science can be so much fun and so exciting for little ones. We have really taken to baking soda and vinegar science experiments for their visual appeal. If you have a child who is particularly visually stimulated, as my child is, this is a cool way to show what a chemical reaction is and keep their attention at the same time! You can experiment with baking soda and vinegar in super simple ways, and I bet you have both in your pantry right now! Add some food coloring and it is even more fun! For the holidays, we have been using our cookie cutters to make our science fun more festive! Of course, this time we chose our heart-shaped cookie cutters for some Valentine Fun. Use any cookie cutters, use a muffin tin, or simple fill a baking dish with baking soda. This is a must try science experiment!
Fizzy Hearts Science Experiment for Kids – The Setup
So easy! I start with a dollar store cookie sheet to trap the mess! I simply have him place the cookie cutters on the sheet and then give him a spoon to fill each cookie cutter with baking soda. You certainly could do this ahead of time and leave it out as an invitation to play. Since Liam is growing up, I like to try to have him help with the process. It makes the activity last a bit longer and involves him in the discussion process of the science experiment a bit more. This also helps with fine motor development and practical life skills. I chose to sprinkle some glitter on top for a little sparkle! Place a bowl of colored vinegar nearby and add an eye dropper for experimenting. Our simple fizzy hearts science experiment is now ready to play and observe.
Fizzy Hearts Science for Kids – Experimenting & Observing
Have your child fill the eye dropper with vinegar and squeeze it on a heart. Take a look! What’s happening? What do you hear? What do you see? The baking soda and vinegar together make a chemical reaction that you can see, hear, feel, and even smell (vinegar)! My son is still a little to young to get into the exact science but we talk about our observations and what we are experiencing and we enjoy this visual stimulation and hands-on science fun. We hear the fizzing, and we can feel the bubbles popping! We can see the bubbly fizzy foam that happens, and yes, there is a smell to the vinegar (we don’t mind)! We are engaging our senses. So our science experiment doubles as sensory play, too! No one has tried to eat it so we will stick with just 4 of the 5 senses for this fizzy science experiment!
After we had fun making all the hearts fizz, I decided to pull out a quick little foaming, fizzing, and bubbling volcano activity. I simply put a small plastic container in the center of the cookie sheet. I added a little warm water, a little squirt of dish soap, and a spoonful of baking soda. He was excited to see the eruption so we poured some vinegar on top and voila! A mini glittery pink volcano.
We played and erupted more volcanoes for quite a while and made quite a big mess though it thankfully was contained by the cookie sheet! If your kids don’t mind the mess on their hands let them dig in at the end and feel the baking soda mixture and play with it! Liam is a bit squeamish yet about those kinds of things! This is great sensory science for kids of all ages and pretty entertaining for adults too! Happy experimenting with fizzy science!


How lovely to imagine yourself being serenaded by your children? I would like this to me, I am a music loving person and I want to raise my kids to all learn to love and like music.
I have found some beautiful tips from Babycenterdotcom regarding a few tips how you can expose your little ones to music. Never realized I was actually doing some of it to my little Gabriel.
Allow me to have this direct post from the lovely website:
- Sing songs to and with your child. Whether you’re doing a solo or chiming in with the radio or CD player, you’re setting the stage. Don’t worry about performing an aria or the full score from the Lion King— simple tunes like “Old MacDonald” or “Itsy-Bitsy Spider” are music to your child’s ears. And definitely don’t worry if you’re a tad off key. “Singing in tune is not a requirement,” says Wendy Sims, professor and director of music education at the University of Missouri at Columbia. “What’s important is that you interact with your child musically, which shows your youngster that you value music.” Also, if you feel insecure about your voice, it’s best to avoid negative statements such as “I can’t carry a tune.” You’re trying to develop a positive attitude toward music, and children aren’t the harsh music critics that many adults are. They’ll love singing with you no matter how you sound.
- Strike up the band.Click on the radio, pop in a tape, insert a CD. With a flip of a switch or the push of button, you can make music an integral part of your child’s everyday life, and thus help him develop an interest in music. “Just as you’d get a child excited about reading by reading to him, you get a child excited about music by listening to music, dancing to music, doing just about anything musical,” says Pamela Shaw, director of the Oklahoma City University Performing Arts Academy.
- Play an assortment of music. Young children are receptive to all kinds of music: jazz, classical, pop, African, Latin, and so on. By playing a variety of artists, composers, and styles, you create a stimulating musical environment — a home filled with the sounds of different instruments, languages, and rhythms. Also, the sooner you introduce a child to the different styles of music, the better. “As children get older, sometime around 8 or 9, they’re likely to pick a favorite type of music and only want to listen to that particular style for quite some time,” says Patricia Shehan Campbell, author of Songs in Their Heads: Music and Its Meaning in Children’s Livesand professor of music at the University of Washington in Seattle. “So before children decide on their favorite style, you want them to be aware of the incredible array available.” Keep in mind, too, that although there’s plenty of wonderful music created just for children, the selections don’t have to be specifically for kids.
- Play “Finish That Tune.”Sing the first few notes of a song that your child knows, for example, “The wheels on the…,” and then stop. You can bet your child (or anyone else in the room) is going to finish the line.
- Attend concerts.Many symphonies perform children’s concerts. Some may even be specifically designed for preschoolers. And often, communities present concerts in the park — a wonderful setting for children because they can listen and move to music in an outdoor setting they associate with having fun.
- Check out books. Looking at picture books kids can sing to, like Old MacDonald, or reading stories about music, like The Maestro Playsby Bill Martin Jr., is another easy way to introduce your child to the world of playing instruments and listening to and singing songs.
- Enroll in children’s music programs. Kindermusik, a national music program, is a popular choice for children from newborn to age. 7. The classes are designed around developmental stages, and the children learn about music through activities such as singing, moving to music, and playing games and simple instruments. The program also offers parents an opportunity to participate with their child.
- Dance to the music.Kids love to dance, so crank up the tunes and twist and shout.
- Perform. If your child can bang out a tune on your pots and pans, why not put on a show? Make it casual, but special. Maybe you accompany your little drummer boy on a whistle. You might even videotape the show as a gift for Grandma and Grandpa.”


I travel all over the world with Save the Children, but I spent time earlier this week visiting some of our most important efforts anywhere—those for kids right here at home. Poverty rates here in the United States are some of the worst we have seen in decades with nearly 1 in 4 kids living in poverty. And in areas like Clarendon County, South Carolina, where I visited this week, 38% of children live below the poverty line. In some counties we serve across the state, that number is more than 50%.
What’s the best way to change these statistics? Make sure that every child gets through the fourth grade learning to read. The data is clear: kids who can’t read at grade level by the time they leave elementary school have a very steep hill to climb. Many drop out in middle school and even more by high school. The poverty trap starts all over again when these kids drop out.
And the best way to make sure kids learn to read is to start early. Children living in poverty are already 18 months behind by age 4 in terms of developmental measures if they have no pre-school. Disadvantaged children who do not participate in early childhood education programs are 25% more likely to drop out of school. With early intervention, kids get an even shot at learning. That’s why Save the Children has started home visits with toddlers and moms as well as pre-school for 3- to 5-year-olds in many poor communities.
Those are the numbers but these are real kids—kids like William, a busy little 18-month-old I met in Summerton, S.C. He and his mother, Jessica, live in a small duplex in a government-subsidized housing complex. Jessica is determined to make sure she works with William to give him a head start. She meets every week with a Save the Children coordinator who helps her work with William on his motor skills and appropriate play activities to build his words and brain development.
It’s also about adorable little girls like 4-year-old Hermione who attends the early childhood learning center, a clean, bright building with lots of toys and activities to keep Hermione and her classmates learning every day. I could tell after just a few minutes that Hermione is a bright kid—and with opportunities to learn and grow, she can learn to read on time and get through school with a better chance of success.
All of this takes a lot of dedicated people on the ground. An important part of the program is the Foster Grandparents program funded by the Corporation for National Service and coordinated by Save the Children staff. These dedicated “grannies and grandpas” come four days a week for four hours per day and work with kids in small groups to practice letters and numbers, colors and words.
This also all requires dedicated school staff and leaders. Leaders like Rosa Dingle, the local school principal who is invested in every child who walks through her door in the morning. Ms. Dingle is clearly a great combination of a tough administrator who runs a tight ship and a loving “extra mom” to every kid. Given the realities outside school, these young kids need every boost they can get.
I left South Carolina in the warm sun that December day convinced more than ever that we need to redouble our efforts in the United States. We have an ambitious goal to expand our programs to all 50 states by 2015. The programs I witnessed in Clarendon County are making a real impact in the lives of children. As we continue and expand these programs, we can make a real difference and give kids living in poverty in the US a shot at a better life.
That’s a shot all kids deserve and one we need to make sure our own kids have too.


Some Frost School of Music students are learning a new way of teaching music education — by using video-game theory.
Carlos Abril, director of undergraduate music education, is editing a book on “Innovative Approaches to Teaching Music in Schools and Community Centers.” He invited Penn State professor Ann Clements to UM’s Music Education Forum on Jan. 24 to talk to students about how “technology and gaming can inform music education practice.”
“Learning is a joy and a pleasure, and only in schools is it repressed,” said Clements, who is writing a chapter in the book. “Schools are just providing the game manuals and not the games themselves.”
The main point of her talk was how incorporating the idea behind video games into classrooms, of all grades and ages, would motivate students to learn. She also said video games would motivate students’ passion to learn.
Clements believes that students will respond to failure in a more positive and constructive way if the failure is creative and fair. If so, the students will have more interest and motivation to overcome the failure and become successful, which is the goal in most video games.
If schools collaborate using creative and sophisticated methods, they will see the average number of students retaining information increase dramatically.
In terms of music education, learning music is “an emotional and collaborative experience for every student,” according to Clements. Video games increase social bonds with others and expand the creativity of the student’s mind, which can help in becoming musically literate.
Some games she used as examples included Guitar Hero, Step Sequencer and Dubber. In Guitar Hero, for example, though the notes may be different, the game helps teach the rhythms and beats in the song, and that ability could also be strengthened with classroom teaching.
Sophomore Kathleen Wang attended the forum because the topic fascinated her. As an avid gamer, she wanted to see how Clements would bridge her hobby with music education.
“I thought it was really interesting that using a video-game-like method could get back that want to learn,” Wang said. “That’s how we became successful as a species.”
Abril is currently incorporating some of Clements’ ideas in his music education courses, though not necessarily using the video games themselves.
“Gaming theory tells us that players are more engaged when they receive objective, immediate and continual feedback on performance within a game that has clearly defined rules and objectives,” Abril said. “We take this idea and work on making transfers when designing lesson plans and implementing them with children.”
Everyone at the forum audience seemed to enjoy Clements’ fresh, new spin on how music education can be spread through the masses. Junior Joey Franco, a music education major, liked what he heard.
“I thought it was fantastic,” he said. “She touched on a lot of good points on video games and their benefits. She did a great job of linking video games to music education, real life, and even to the entire world.”


In 1935, Dr. Montessori found “cosmic education” as an ideal support for normal development in children over the age of about six. This cosmic framework of learning involves the total interrelated functioning of the whole, which is now a popular topic of discussion and well-integrated at the theoretical level into Montessori elementary education and beyond.
Unfortunately, applying cosmic education in practice has been largely limited to interrelating subject matter for academic learning only, leaving aside its far more important spiritual dimension to adapt children to their unique time, place and function in harmony with laws of nature. The primary obstacle for using this aspect of cosmic education is a fundamental lack of context for understanding Dr. Montessori’s experience of normal being.
Since 1907, Dr. Montessori sought to describe her original experience of normal being within a conventional context, only generally associating this context with the prior indefinite scientific research of Itard and Seguin. However, what is “normal” from the perspective of Montessori’s original experience simply does not exist in a conventional context. Committed practitioners must therefore create the proper context for true normal being without the benefit of proper understanding of its essential nature and conditions.
For over 25 years, IMS has been committed to creating the distinctive context for Montessori’s normal being, gradually evolving the language and technology for its effective communication to others. In 2003, a major breakthrough occurred in this research with the completion of a comprehensive technology.
While this knowledge will eventually be detailed in full-text format, IMS has been seeking to apply it to overcome such practical problems as wide-spread poverty and abusive child labor throughout the world. This research has now evolved into the “Character Teaching” (CT) project, which aims to resolve the cause of these problems by providing a proper context and means for the normal character development of poor working children.
Besides a formal model school component, the CT project offers informal tutoring in the streets with poor working children. This informal component employs a novel exchange of value concept; i.e., the child giving a small amount of time for instruction in exchange for receiving a small amount of money. Repeating these exchanges frequently over time, the children involved will acquire experiences and habits of behavior that bring about qualities of integrity, patience and self-respect, which can become deeply incorporated into their whole basic character for life.
In 2006, Lee Havis, IMS executive director, submitted a paper presenting the critical contextual issues for understanding cosmic education to an international congress sponsored by Montessori-Europe. It will be held at Belgorod State University (Belgorod, Russia) on May 15-18, 2006.
The Havis paper, entitled Understanding Cosmic Education by Overcoming Practical Problems, highlights the experiential nature of understanding normal being. It also suggests how to apply this experiential understanding to create normalizing conditions in practice, using the CT project as a practical current example.


Reading Comprehension Worksheet Online Sources
Featuring free Reading Comprehension worksheets for teachers and parents to copy for their kids. They include original stories, poems, essays, and articles. They are most appropriate for upper elementary through middle school years.
A reading comprehension web site for grades 1 – 8. They use coloring books, a variety of stories, biographies, and animal associations in printable worksheets.
They use printable stories with families, friends, animals, holiday themes, biographies, and published books and literature that come with questions about the readings. They also have practice tests and assessment tests.
They use a variety of age-appropriate themed literature with short answer and multiple choice questions with them. They have comprehension games, teaching resources/lessons, U.S and international history worksheets, and themed programs.
Use a variety of resources to create worksheets such as reading comprehension strategies found in Strategies That Work by Stephanie Harvey and Reading With Meaning by Debbie Miller, as well as Shel Silverstein poems, stories, book reports, and cause and effect writings.


Spring Garden Waldorf School is not required to give standardized tests and does not evaluate teachers based on scores; however, SGWS does administer the IOWA Test of Basic Skills once a year to students in Grades Four through Eight. We do not test children before Grade Four.
Administrative Team Leader, Tracy Edwards, explains:
“As a school, we use this test to compare individual and class progress from year to year as we move through our Waldorf Curriculum. Parents also appreciate having a quantitative measure of their child’s progress as compared with public education.”
And how does Waldorf, and Spring Garden, student performance compare to national averages?
The Nov/Dec 2011 Harvard Education Letter reports that “Waldorf students tend to score considerably below district peers in the early years of elementary education and equal to, or… considerably above, district peers by eighth grade.”
An independent five-year study of SGWS students’ IOWA test scores seems to confirm the results of Harvard’s national study. The 2014 study, conducted by the University of Akron Business Analytics department, found that test scores at Spring Garden rose as students rose in grade level, and that students’ national percentile ranks also increased as they moved through the grades. This means that by Grade Eight, SGWS students well outperformed their same-age and same-grade peers nationally who took the IOWA tests.
- 50% of SGWS Grade Eight students tested at a 13th grade equivalency, the grade level at which the IOWA test is capped.
- 75% of SGWS Grade Eight students performed significantly above 10th grade equivalency.
There was no significant difference in the performance of male vs. female students at Spring Garden Waldorf School.
In Grades Four, Five, and Six, the unique unfolding of the Waldorf curriculum creates some discrepancies between the areas being measured on the tests and our learning goals; therefore, we give the younger students only the Language Arts and Mathematics sections of the test. However, our Grade Seven and Eight students take all sections of the test and follow the test’s required time limits, so there were no outstanding variables in the study’s Eighth Grade comparison.


Composition in Music Education (MUED3603)
UNIT OF STUDY
This unit of study will examine the teaching and learning of composition in schools. Through the completion of small-scale composition exercises using recent Australian compositions as a model, students will develop strategies to successfully integrate composition into their teaching and experience ways in which composition can be seen as a site of music learning. Students will survey sampling, sequencing and notation software, develop skills in software evaluation suitable for composition, and discuss how technology can enhance the teaching and learning of composition. Strategies for assessing composition work will be considered.
Our courses that offer this unit of study
Further unit of study information
2 hour workshop/week
Composition (50%), design of composition task (50%).
Faculty/department permission required?
Unit of study rules
Prerequisites and assumed knowledge
MUED1002 or MUED4002
Study this unit outside a degree
If you wish to undertake one or more units of study (subjects) for your own interest but not towards a degree, you may enrol in single units as a non-award student.
If you are from another Australian tertiary institution you may be permitted to underake cross-institutional study in one or more units of study at the University of Sydney.


JOHNSON, HUGH SAMUEL (1882-1942)
Moving westward from Astoria, New York, in the mid-nineteenth century, Samuel Johnston married Elizabeth Mead of Chillicothe, Ohio. While living in Pontiac, Illinois, Johnston, a lawyer, dropped the "t" from his last name in order to distinguish himself from another Johnston practicing law. The Johnsons moved to Fort Scott, Kansas, in 1881, and their first son, Hugh Samuel Johnson, was born a year later on August 5. The family eventually settled in Wichita, Kansas, where Hugh received his elementary education.
Samuel Johnson received an appointment as the postmaster for the future town of Alva, about a hundred miles southwest of Wichita. A week before the Cherokee Outlet land opening on September 16, 1893, he loaded lumber and supplies for the town's post office and the family's household goods on a boxcar that was dropped on a railroad siding at the future town site.
Eleven-year-old Hugh Johnson was left behind in Wichita to bring the family's mule team, wagon, horse, and surrey overland to Alva. He reached Kiowa, Kansas, eighteen miles northeast of Alva, on the afternoon of September 15. He spent the night sleeping on the railroad station platform among hundreds of homeseekers waiting at Kiowa to make the land run. By noon on September 16 the boy had found a spot on a railroad flat car from which he observed the "great horse race" as the train slowly made its way to Alva.
The elder Johnson took the lead in organizing the Alva public school system, and in 1898 the first high school graduating class of two students included sixteen-year-old Hugh Johnson. From 1898 to 1899 he attended the recently opened Northwestern Normal School in Alva. There university president James Ament tutored him to prepare for the United States Military Academy at West Point, New York. In 1903 Hugh Johnson graduated from West Point as the first cadet from Oklahoma.
Hugh Johnson's contact with Oklahoma was limited to short visits after he left for West Point in 1899. In 1916 he served as judge advocate for Gen. John J. Pershing's punitive expedition against Pancho Villa. Before resigning from the army in 1919, he received the Distinguished Service Medal for the successful implementation of the Selective Service Act during World War I.
After his military career he joined George Peek in reorganizing the nearly bankrupt Moline Plow Company. In 1932 he worked with Franklin Roosevelt's campaign team. Because of his demonstrated ability and work in drafting the National Industrial Recovery Act, Roosevelt decided to appoint Johnson as the administrator of NRA, before Congress passed the legislation. He was a very controversial figure as NRA administrator, and Roosevelt accepted his resignation on September 25, 1934. Until his death on April 15, 1942, in Washington, D.C., Johnson remained in the public eye as a public speaker, author, and syndicated newspaper columnist. He was buried in Arlington National Cemetery with full military honors.
BIBLIOGRAPHY: Daily Oklahoman (Oklahoma City), 16 April 1942. Hugh S. Johnson, The Blue Eagle From Egg to Earth (Garden City, N. Y.: Doubleday, Doran and Co., 1935). General Hugh S. Johnson, "My Early Days," Redbook (April 1935). Wayne Lane, Northwestern Oklahoma State University: A Centennial History (Alva: Northwestern Oklahoma State University Foundation, Inc., 1996). New York Times, 16 and 18 April 1942. John Kennedy Ohl, Hugh S. Johnson and the New Deal (DeKalb: Northern Illinois University Press, 1985).
© Oklahoma Historical Society


Next Gen: Highlighting early literacy during Children’s Book Week
Children’s Book Week (May 12-18) is a fun time to check out new book titles, but an emphasis on early literacy should be a priority always.
According to the National Early Literacy Panel, early literacy skills have a consistent and strong relationship to conventional reading skills such as decoding, oral reading, fluency, reading comprehension, writing, and spelling. Early educators know of the importance of early literacy and work to integrate a number of literacy activities into preschool classrooms.
Though early childhood educators can foster early literacy development, it’s imperative that parents also incorporate books, reading, and other literacy-related activities into a child’s home life.
Gayla Jones, Waynesville mom to Coleman, 8, and Kennedy, 4, has been reading to her children since they were infants.
“We started reading to Coleman when he was a baby. He got so excited he would practically tear the pages out of the book. We did the same with Kennedy because we were reading with Coleman every night. We just added another listener to the group,” said Jones.
According to leading researchers in the field of reading, it’s never too early to begin reading to a child. The brain grows and develops most rapidly in the first five years of a person’s life; therefore, this is a critical time for literacy exposure.
“I think time spent reading with your children is so valuable,” said Jones. “It is 10-15 minutes out of the day to sit down, relax, watch their faces light up, laugh, giggle, and be happy.”
While parents and children bond over books, the brain is learning and making connections that will impact a child’s future reading and academic success. Every subject area requires reading, so when children are strong readers, they tend to perform better in every subject, not just reading or language arts.
Allison Lee, owner of Blue Ridge Books in downtown Waynesville, said, “Why would a child think reading is important if he never sees his parents reading? A great activity suggested to me by a teacher is DEAR (Drop Everything and Read).
It’s a great idea to set aside a time for the family to do nothing but read. It can be just 15 minutes, but it’s relaxing and shows children the importance of reading.”
Many reading and literacy activities are simple and free. Merely talking with children and using good vocabulary helps foster literacy and language development.
Whether from a child’s school library or from the local public library, it’s important for parents to ensure books are always around and to create a scheduled time to read each day.
“I think both Coleman and Kennedy have learned how important it is to read and explore their imaginations,” said Jones. “I truly hope that our family reading time is as special to my kids as it is to Bill and me and that they will carry on this tradition.”
Children’s Book Week is a yearly event that focuses on early literacy and children’s book titles. Information about the week with corresponding activities can be found at www.bookweekonline.com.
Many parents are unsure of what books to check out for their children. A child’s teacher or librarian, the public librarian, or a bookstore owner are all great resources when it comes to checking out or purchasing appropriate titles.
“There is an endless list of titles,” said Lee. “Asking the child’s teacher for summer suggestions is always a good idea, so that children can practice at the correct reading level. I’m always ready to make suggestions as well. Children are about to hit the soccer field and one of the new picture books is 'Betty Bunny Wants a Goal' by Michael B. Kaplan. For older children, 'The Girl from Felony Bay' by J.E. Thompson is still very popular.”
The Jones children love the Pinkalicious series and the Junie B. Jones series. Scholastic flyers that are sent home with students also offer a variety of titles and genres. Parents need to learn their children as readers and know what types of books and genres their children enjoy. This will make selecting books easier and more fun.
“We know that reading to a young child helps them learn to read later on and develops their imagination,” said Lee, “but don’t forget about how the time spent together also strengthens the parent’s relationship with the child.”


What are basic skills? “Basic Skills are those foundational skills in reading, writing, mathematics, learning skills, study skills, and English as a Second Language that are necessary for students to succeed in college-level work” (Basic Skills as a foundation for Student Success in California Community Colleges-also known as the Poppy Copy, 2007). Many of our students that are enrolling in California Community Colleges lack the college level skills/strategies for success in their academics. Los Angeles Mission College (LAMC) has seen an increase of student enrollment in our basic skills courses.
To date, LAMC has been committed in serving our Basic Skills students by implementing the First-Year Experience (FYE). FYE began in Summer 2010 and continued in the Fall 2010 and Spring 2011 semesters. FYE consists of either an English or Math pathways for success in linking two or more courses together to serve our student population. Every incoming student who has been placed in a one-level to three level below English or Math course will also be taking a linked course that is college-level. Also, we have incorporated the state-of-the-art Student Success Centers Workshops at the Library Resource Center (LRC). Students learn and engage in new concepts, skills, and strategies for a successful college experience. Workshop topics range from note-taking to financial literacy.
Meet the Staff


Talk to Your Children About War and Terrorists
- Whitney Hopler Live It Editor
- 2002 6 Jun
Here are some ways you can talk to your children about war and terrorists:
- Encourage your children to openly and honestly express their thoughts and feelings to you, and ask any questions they might have. Be proactive about staring discussions with them on topics such as war, safety, security, enemies, peace, patriotism, politics, the military and the Middle East. Listen well, and take what they say seriously.
- Pray together, and read the Bible together to help your children discover what God thinks about various topics you're discussing. Assure your children that God cares very much about what's going on.
- Allow your children to read, see, and hear news reports of events in the war against terrorism, then discuss the reports together. But be careful not to allow younger children to see disturbing images of graphic violence.
- Frequently tell your children how much you love them, and show them by spending time with them on a regular basis and giving them plenty of hugs.
- Maintain as normal a routine as possible in their lives to give them a sense of consistency.
- Allow your children to process their feelings through supervised fantasy play. Help them reenact their fears and work to resolve them through games. For example, they can pretend that a terrorist is trying to hurt them, but some soldiers fight the terrorists to protect the children.
- Help your children feel significant. Encourage them to call the White House comment line (202-456-1111) or write to their representatives in Congress and state and local government to voice their opinions on the war.
- Encourage your children to do something to help soldiers and officers in the military. Help them send letters and drawings expressing their thanks to members of the military serving both at home and abroad. Send care packages to soldiers and officers serving overseas.
- Gather your family and friends together to participate in creative activities that can start thoughtful discussions about war and terrorists. Eat a dinner made up of foods from the warring countries, for example, or host a pretend news conference on the war.
Adapted from 130 Questions Children Ask About War and Terrorists, copyright 1991, 2002 by Stephen Arterburn and David Stoop. Published by Tyndale House Publishers, Inc., Wheaton, Ill., www.tyndale.com, 1-800-323-9400.
Stephen Arterburn, M.Ed., cofounder and chairman of New Life Treatment Centers and founder of the Women of Faith movement, is the author of more than 30 books. In addition to his work in psychiatric health care, he holds a degree in elementary education and is a licensed minister. He lives with his wife and daughter in Laguna Beach, Ca. David Stoop, Ph.D., founder and codirector of The Center for Family Therapy, has written several books and is an ordained minister. He and his wife lead marriage and family seminars across the country and abroad. They have three grown children and several grandchildren.
How have you talked to your children about war and terrorists lately? How have your discussions helped your children? Visit Crosswalk's forums to discuss this topic by clicking on the link below.


I had the opportunity to review the Teacher's Edition Level 1 of the above program, written by Myrna McCulloch. Subtitled "A Neurolinguistic Approach to Cognitive Development and English Literacy," this method has a long, esteemed history. Dr. Samuel T. Orton was a neuropathologist and brain surgeon who studied the human brain and the teaching and learning of language. In his work, he helped war veterans who had their brains destroyed in battle to restore their missing language skill "memory" to the opposite side of the brain. This work was later extended to use with stroke victims and an interest was kindled in what might happen if the method were used for normal children.
Romalda Spaulding worked with Orton and his research and used his findings in the first "Orton" method for teaching primary children, The Writing Road to Reading, in 1957. Oma Riggs trained with Ms. Spaulding and had great success with teaching children and also trained other teachers, including Myrna McCulloch, who directs the current Riggs Institute.
After that bit of history, what is unique or special about this method? Most home schoolers are familiar with the debate between whole language instruction and phonics instruction. It seems that one's approach is an either/or proposition. This approach combines phonetic, syllabication, oral vocabulary, visual discrimination, comprehension, and phonemic/graphemic awareness for reading; and listening, handwriting, orthography rules, spelling, grammar and punctuation for composition through auditory, visual, verbal, and motor techniques. In documented research, students in grades 3 - 8 who were exposed to this method increased their reading scores 32.2 percentile points, a 65.6 percent increase in 14 months!
The theory is the instruction in explicit phonics, which is the phonetic code for correct English spelling is taught without the cute key words, pictures, capital letters, or letter names to which we are accustomed. By giving this instruction in isolation, it is asserted that the student is freed from neurological interferences to learning the sound/symbol relationships quickly and easily.
In the early weeks of instruction, students are taught the 71 "Orton" phonograms (letters or combinations of letters that stand for one sound in a given word) for correct English spelling. Many of these phonograms are taught simultaneously with letter formation and are then applied in dictated spelling lessons. It is asserted that teaching handwriting, together with the correct spelling patterns of English speech, saves time and established cognitive skills. In the fifth and sixth week, students begin oral sentences, wherein they use spelling words in complete sentences of their own, preparing them for creative composition.
The manual I reviewed contained daily lesson plans with instruction to the teacher in black print, and used red print for the dialog to be spoken directly to the student. Included were assessments, tips on classroom management and motivation, and much research and background material. It was accompanied by a CD on which was demonstrated the correct pronunciation of the phonemes and graphemes. Phonogram cards are also available, with student teacher dialog and other tips on the reverse side of the card. Call (503) 646-9459 or visit www.riggsinst.org for a synopsis sheet/brochure.
Note from the Publisher of The Old Schoolhouse Magazine: Just a quick addition to Christine's above excellent and thorough review - I personally have used the phonogram cards with three of my four children. Never have I experienced better results with any phonogram flashcards! These are simply the best. They build on each other and are presented in a logical way the child can grasp with ease. In fact, my niece attended a very good Christian school for Kindergarten, and the Riggs Institute's phonogram cards were used in the classroom. It was mandatory that each parent purchase them before the start of the year! She learned to read phonetically without difficulty, and so did my eldest son (We had to use the method ourselves once we saw what they did for my niece!). I LOVE these flashcards! Riggs Institute is not your typical "learn to read" program - They take reading to a new level. TOS Magazine offers a grateful "hats off" to Riggs Institute, and to Myrna McCulloch who clearly has a real passion for teaching!


While many are arguing the existence of a comeback in liberal arts education, too many public schools are seeing a decline in arts education due to budget and resource cuts. The benefits of music and arts education are well documented, but we continue to see schools losing music programs.
Unfortunately, cutting music programs in public schools tends to impact low-income students disproportionately, as private access is available to those who can afford and support it. However, people and technology are making a difference and finding a way to bring music education to schools in new ways.
The Urban Entertainment Institute (UEI) uses TelePresence to bring the power of music to schools, and this year they will bring the “Bridging the Gap” concert to schools across the country once again.
Next Wednesday, on March 5, schools across the country, including Strawberry Mansion in Philadelphia, will join together via TelePresence in a powerful concert performance featuring Jackson Brown and more. The concert will spotlight the impact music and technology can have without regard for geography.
I’m hearing that the students have been really fired up during the practice sessions and are excited to participate. And good news! You can watch the event via our live stream -- Register Here!


Childhood Music Education in the New Millennium
by Ken Guilmartin
Importance of Music in Early Childhood
by Lili M. Levinowitz
Music-Movement Connection in Early Childhood
by Jill M. Davis
What do parents think of the program?
What should I expect of my child?
What should I expect of myself?
What about practicing at home?
Center for Music and Young Children (CMYC)
Appreciation: A Universal Language for All Ages
From the National Association for the Education of Young Children
Babies: Can Classes Really Create Mini-Maestros... or Even Help
Kids to Read?
by Michael Barry
Helping Children Cope with Disaster
Jane M. Farish / The National Association for the Education of Young


About this course
This course is designed for children in Kindergarten 3 (and Kindergarten 2 in our Chiang Mai centre) who are between the ages of 5 - 6. Our main focus is to build strong foundations in English communication, language and literacy using fun, friendly and effective approaches.
On this course your child will
- learn pronunciation and literacy using Jolly Phonics
- enjoy learning English through games, puzzles, songs and other activities
- listen to carefully chosen story books to help encourage language and literacy development
- have fun and learn in a highly supportive atmosphere
Course Structure and Duration
We offer 40-hour courses each academic year, as well as special courses during the summer.
|Term A:||May - September|
|Term B:||October - March|


A respected artist associated with the Old Lyme Colony of painters, Frederick Lester Sexton produced still-lifes and landscapes as well as other subjects and developed his own, innovative style of creating his art.
As a child, Sexton was severely maimed in a fire. The injuries caused his right hand to remain permanently closed. Nevertheless, he became an accomplished artist. His style is usually described as Post-Impressionist and contains strong elements of realism.
Most of his paintings were created in the Old Lyme, Connecticut area and he was an active member of the Old Lyme colony of artists from the 1920's through the 1930's.
He pursued his art education at Yale and received a Bachelor of Fine Arts Degree in 1917. His art career was interrupted by World War 1 but, upon his return to the United States in 1919 he became a full-time professional painter.
Frederick Lester Sexton had a unique style of painting that oftentimes found him employing unusual means. He would sometimes use his palate knife as a painting tool, for instance. Though his right hand was completely disabled, he developed a precise technique, nonetheless. His work is among the permanent collections of several important institutions across the nation.


We all know how important the first years of life are in building the foundation for a child's future health and well-being. We also know that things may happen that challenge or interrupt the building of that foundation. The BC Centre for Safe Schools and Communities offers resources to help families, early childhood educators, childcare providers, and others to support children through those challenges and interruptions so that the building process can continue.
The BC Centre for Safe Schools & Communities early childhood education activities focus on resources for early childhood service providers on a variety of relevant topics, including: Child Development; Children and Violence; Mental Health; Parenting; and Reference Materials
PAWS is a comprehensive early childhood learning resource to assist daycare, preschool, and kindergarten teachers in promoting social and emotional literacy, and personal safety among children ages 4 to 6 years old. This recently completed resource consists of three storybooks for children (Being Kind, Celebrating Differences, Staying Safe), a teacher's guide, and supporting materials to aid learning. These kits have been field tested across BC in Strong Start, Success by 6, and Kindergarten classrooms. Click here for report. If you are interested in obtaining this resource, please call the Centre!
CCRR - Child Care Resource and Referral Programs
The BC CCRR offers quality child care referrals, resources and support to all child care providers and families in over 170 communities across the Province of British Columbia. www.ccrr.bc.ca
In Your Grasp
British Columbia's Family Resource Database www.inyourgrasp.bc.ca
Make Children First
Throughout British Columbia, there are community committees dedicated to supporting young children and those who care for them. For a complete contact list of the Coordinators of each of these committees, please visit www.bcchildrenfirst.ca
Success By 6
Success by 6 provides information throughout the province on the importance of the early years and encourages local community participation. Each provincial region receives Success By 6 funding to further early years work. For more information, visit the following link: http://www.successby6bc.ca
For a list of the Provincial Coodinators click here


Division of Arts Education News and Documents
The Arts Update below contains brief descriptions of initiatives and collaborations of the Ohio Department of Education's Division of Arts. The update is provided to Ohio's statewide arts organizations. Please click on the link below to open the PDF.
Documents Related to the Arts Education in Ohio
The documents below include images and statements by educators who participated in the 2010 Teachers as Artists Exhibit hosted by the Ohio Department of Education and the East Cental Ohio Art Education Association. View their creative images and their responses to the question: How do you use your imagination as an artist and teacher?
Below are the first place award essays from the 2010 and 2009 art criticism component of the Governor's Youth Art Exhibit that teachers may use as an example to encourage students to think and write about art.
Links and Threads ... A Newsletter for Arts Partners
Published by the Ohio Arts Council and the Ohio Department of Education, Links and Threads is an electronic newsletter for district and school leaders, educators and their arts partners. Its purpose is to assist school leaders in making arts learning a more integral part of the core curriculum and achieving the greatest advantage possible from the arts for their students.
The publication builds upon knowledge gained through the 2004 National Endowment for the Arts Summer Institute for School Leaders, promotes dialogue about the role of arts learning in school improvement, shares success stories and provides news about arts-related developments and opportunities. To open the PDF, click on the title below.
June 2009, Volume V, Issue 2
April 2009, Volume V, Issue 1
April 2008, Volume IV, Issue 2
October 2007, Volume IV, Issue I
August 2007, Volume III, Issue II
February 2007, Volume III, Issue I
Last Modified: 2/25/2014 3:28:48 PM
Pursuant to ORC 3301.079 (B) (3) and 3313.60, it is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational materials for use in the public schools within their district. The use of any materials posted or linked to on the Ohio Department of Education website, including materials within the Common Core State Standards or Appendices or any state model curricula or other educational resource material, is entirely up to the discretion of each local board of education.


Getting a Head Start to success
RESEARCH | The first Head Start preschoolers to experience the Delaware Early Reading First (DERF) project have “graduated,” and researchers say their astonishing success in kindergarten clearly demonstrates the value of early language arts intervention in improving the academic outlook of children from impoverished circumstances.
“The results of the follow-up study indicate that the DERF project graduates performed as well as or better than the general population of children their age,” says Myae Han, assistant professor of human development and family studies. “The children’s performance is particularly impressive on these measures when one remembers that the majority of the children were not only from low-income families but also came from homes where English was not the primary language spoken.”
The project began in 2005 with a competitive $3.3 million grant awarded to faculty members in the College of Human Services, Education and Public Policy, in cooperation with New Castle County (Del.) Head Start, by the U.S. Department of Education.
Children in Head Start preschool programs are considered at risk for academic challenges and failure due to economic circumstances, home language or disability. Without intervention, these youngsters often start formal schooling lagging behind their peers.
“Head Start provides each family with a case manager who helps ensure that basic needs for food, shelter and clothing are being met,” says Martha Buell, professor of human development and family studies. “Our project provides additional enrichment and resources to support their language and literacy development—something that their home environment often lacks.”
For the last four years, DERF has assisted three Head Start preschools in New Castle County with services and materials based on recent research that has clarified exactly how children learn to read. The project provides ample literacy materials, ongoing professional development and onsite coaching to support teachers’ use of research-based reading strategies and developmentally appropriate literacy instruction.
The children are exposed to quality storybook reading, instruction and play-based literacy activities each day in the classroom. Master’s degree-level teachers specially trained in reading and literacy provide the coaching, while UD graduatestudents participate in one-on-one tutoring and help the researchers with data collection.
Last spring, the researchers followed 97 of the 2007 Head Start graduates of their project into kindergarten in Delaware’s Colonial School District to test their language and early reading proficiency and ask their teachers about their progress.
In general, the children who had participated in DERF produced higher scores on various parts of standardized literacy assessments than would be expected of the average population of children beginning first grade, including letter-word identification, story recall, understanding directions, decoding words and receptive vocabulary. Their teachers judged all but 14 of the 97 children to be in the intermediate to proficient stage of development on each rated skill.
“We were delighted with the children’s performance on these measures,” says Carol Vukelich, director of UD’s Delaware Center for Teacher Education and Hammonds Professor in Teacher Education. “Our Early Reading First project, including New Castle County Head Start and Colonial School District kindergarten teachers, can take great pride in how well prepared these children are for success today and in the future.”
Article by Beth Chajes


346 ARGENTINE REPUBLIC
no census was taken, 60,000 ; of Argentines abroad, 50,000 ; grand total, 4,094,911. The increase of population 1869-95 has been at the rate of 4"6 per cent, per annunj.
By a treaty concluded between the Argentine Republic and Chile in 1881 the latter recognises the right of the former to all the country east of the crest of the eastern ridge of the Andes, including all Patagonia and the eastern part of Tierra del Fuego. Commissioners are now at work delineating the boundary. Disputes have arisen and the Government of Queen Victoria has agreed to act as arbitrator, but the Commissioners have not yet been able to agree as to the question to be submitted to arbitration. Commissioners are also at work on the boundary along the Bolivian frontier.
The capital of the Republic, Buenos Ayres, had a population of 753,000 in August, 1898. Other towns, with populations for 1895, are Cordoba, 47,609; Rosario, 94,025 ; Tucuman, 34,300; Mendoza, 28,709; Parana, 24,261; Salta, 16,600; Comentes, 16,129 inhabitants ; La Plata, the new capital of the province of Buenos Ayres (founded 1884), 45,410; Santa Fe, 24,755 ; San Luis, 9,826 ; San Juan, 10,410.
The immigration and emigration by sea have been as follows in five years : —
Years 1893 1894 1895
1897 . ,
In 1897 the immigrants comprised 38,745 Italians, 13,059 Spaniards, 7,813 French, and 1,876 Germans. Of the total, 21,431 were females.
In the twenty-live years 1873-1897, the total arrivals of immigrants numbered 2,063,232.
In 1895 the number of foreigners in the Republic was 886,895, of whom 492,636 were Italians, 198,685 Spaniards, 94,098 French, 21,788 English, 14,789 Swiss, 17,143 Germans, 2,269 Portuguese, 12,803 Austrians, and 32,184 of various nationalities. By the Constitution of the Republic, all children of foreigners born in the country are Argentine.
Eeligion and Instruction.
Although the Constitution recognises the Roman Catholic religion as that of the State, all other creeds are tolerated. There are 1 archbishop and 5 suti'ragan bishops. For the instruction of the clergy there are 5 seminaries. In 1888 civil marriage was established in the Republic.
Primary education is free, secular and compulsory for children from 6 to 14 years of age. In the capital and the 9 tenitories it is under the charge of a national council of education, assisted by local school councils ; and in the 14 provinces under their resjtective governments. The elementary schools are supported in the capital anil each province by the taxes established in their Education Acts, aided by large subsidies from the general Government. The sums contributed by the general Government and the 14 provinces to the support of the elementary education in the Republic amount to over 10,000,000 dollars. In 1896 there were 2,681 public, 1,034 private, and 34 national primary schools, with, in all, 8,557 teachers and 264,294 pupils. Secondary or preparatory education is controlled by the general Government, which maintains 16 lyceums (one in each province and the capital)^ with 450


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- Taylor and Francis 2012; US$ 42.95
Thirty Three Ways to Help with Reading equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of reading. By providing a range of activities and games which engage children and encourage motivation in the classroom, the book provides ready-to-use... more...
- Clarkson Potter/Ten Speed/Harmony 2008; US$ 15.00
It's simple: If children don't understand what they read, they will never embrace reading. And that limits what they can learn while in school. This fact frightens parents, worries teachers, and ultimately hurts children. 7 Keys to Comprehension is the result of cutting-edge research. It gives parents and teachers?those who aren't already using... more...
- Taylor and Francis 2013; US$ 60.95
This book outlines and critiques international strategies and programmes designed to address difficulties in literacy development. The high-profile team of contributors consider teaching programmes which operate at family, school, pupil and teacher levels. They argue that school is not the only legitimate location for literacy education, and show... more...
- Taylor and Francis 2014; US$ 58.95
A multidisciplinary analysis of learning in contemporary society. It analyzes both the meaning and the place of these strands that make up modern education and offers an overview of the part they play in the work of all educators, trainers, teachers and course developers. more...
- Oxford University Press 1996; US$ 34.99
This guide helps children to enter the world of reading by providing detailed instructions on the manner in which parents can use conversation, games, and exercises with pictures to help children draw meaning out of written material. more...
- Stenhouse Publishers 2002; US$ 15.75
All too often the poorest readers learn that if they keep quiet during sustained silent reading (SSR), they're doing okay?no reading required. This is especially true in middle school where class sizes are large and instructional emphasis is on content rather than reading. In Are They Really Reading?, Jodi Crum Marshall discusses how to find out if... more...
- Shell Education 2006; US$ 29.99
Developed by renowned author Ellin Keene, Assessing Comprehension Thinking Strategies is an ideal tool for assessing students' reading comprehension. This book offers a unique way of assessing how students use thinking strategies to comprehend text. The book contains four reading passages for each grade level (1-8) that offer high-interest fiction... more...
- Taylor and Francis 2014; US$ 49.95
A Co-publication of Routledge and the International Reading Association This new edition of Assessing Readers continues to bridge the gap between authentic, informal, and formative assessments, and more traditional quantitative, and summative assessment approaches. At the heart of the book is respect and confidence in the capabilities of knowledgeable... more...
- Taylor and Francis 2002; US$ 59.95
This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms , was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially... more...
- Taylor and Francis 2002; US$ 67.95
This second book focuses directly on the classroom, on the challenges individual teachers face in classroom-based assessment, and how these challenges have been and are being met in a range of international contexts. more...


Review by: G. Reid Lyon, Distinguished Professor, Southern Methodist University
"An extraordinarily valuable resource that fills a critical void in our ability to successfully address reading difficulties and dysgraphia . . . a must read for researchers and practitioners!"
Review by: Sally E. Shaywitz, The Audrey G. Ratner Professor in Learning Development, Co-Director, Yale Center for Dyslexia & Creativity; Author, Overcoming Dyslexia
"A gift to both teachers and the children they teach. Berninger brings the latest scientific information on dyslexia and dysgraphia right into the classroom."
Review by: Malt Joshi, Editor, Reading and Writing; Professor, Texas A & M University
"An invaluable resource . . . required reading for anyone interested in making students in elementary schools lifelong learners."
Review by: Louisa Moats, Sopris West Educational Services
"Written as a dialogue between a gifted teacher and an accomplished researcher, this book juxtaposes two perspectives that enrich one another. It offers an unusually detailed rationale and description of multimodal language instruction within an intellectually engaging curriculum."
Review by: Jeffrey L. Black, Medical Director, Luke Waites Center for Dyslexia and Learning Disorders at the Texas Scottish Rite Hospital for Children
"Scholarly and practical . . . I intend to make the book required reading for our staff of teachers, psychologists and researchers."
Review by: Diane J. Sawyer, Murfree Professor of Dyslexic Studies, Middle Tennessee State University, Murfreesboro, Tennessee
"Destined to become a standard for the field. A must read for all teacher educators and teachers in practice."
Review by: Marcia K. Henry, Past President, International Dyslexia Association; Professor Emerita, San Jose State University
"Finally, a comprehensive book for researchers and teachers of students with dyslexia and/or dysgraphia! Berninger and Wolf contribute essential information, strategies and activities for oral and written language development based on state of the art research."
Review by: Karen R. Harris, Currey Ingram Professor of Special Education, Peabody College, Vanderbilt University
"A powerful look at what we know about the biological basis of dyslexia and dysgraphia, and how schools and teachers can provide effective instruction for students challenged by these disorders. An incredible resource."
Review by: Emerson Dickman, Immediate Past President, International Dyslexia Association
"Sets the table for literacy development from soup to nuts. As a teacher of reading, if you have room for only one book, Berninger and Wolf have made the choice a 'no brainer.'"
Review by: Steve Graham, Currey Ingram Professor of Special Education, Vanderbilt University
"Wow - this book not only took my breath away, it knocked it right out of me! A powerful road map for working with children with dyslexia and dysgraphia."
Review: The Midwest Book Review
"A top pick."
Review: Educational Leadership
"Gives readers the best of both worlds: critical insights from scientific studies and lessons learned from teaching…Excellent reference."


Moyles Court Nursery School near Ringwood, Hampshire provides a friendly and caring environment for your three year old (to rising five). Located in the heart of the New Forest children are able to explore the grounds, enjoy nature walks and observe animals in their natural environment – all whilst supervised by well-qualified staff.
‘The whole environment is friendly and kind …the teachers are so encouraging on all aspects.’
-Early Years Inspection Report, November 2009
Your child’s development
“Pupils throughout the school attain above average standards in their learning.
Children in the EYFS exceed the Early Learning Goals by the end of Reception” Inspection Report, November 2012
Through structured activities and play children are encouraged to learn a wide variety of skills. Play is an especially important part of your child’s academic and social development since it allows him/her to acquire knowledge, skills, concepts and attitudes in a meaningful situation. It also allows children to make informed choices and become confident, independent learners.
Numeracy skills are developed enabling children to count, measure and develop basic numerical skills. They are assisted in completing number worksheets and forming numbers correctly.
Literacy skills are introduced through the characters of Jolly Phonics, which helps children to progress to basic reading skills. When ready the children are given reading words and then a reading book. These are taken home to encourage parents to play an active part in their child’s learning.
Topics are introduced termly to the children at Moyles Court Nursery and take into consideration all areas of learning.


‘Imagine you have a lot of mangoes on your farm and your neighbor has lots of tomatoes. You make a bargain and he says he will give you three tomatoes for every mango you give him. If you give him fourteen mangoes, how many tomatoes do you expect him to give back to you?’
This question, amongst others, has been asked in the 2009 and 2011 Kenya FinAccess surveys. If you got the answer to this question right (see end of the blog for the correct answer), congratulations! It may be an indication that you are financially literate. Or would you rather be financially capable? ‘Financial Literacy’ and ‘Financial Capability’ are two terms many have heard about and usually they are used interchangeably. However, in a recent World Bank publication, which tries to ‘Make Sense of Financial Capability Surveys around the World’, the authors (Perotti, Zottel, Iarossi, and Bolaji-Adio) reviewed key approaches to measure financial literacy and capability. In doing so, they identified Financial Literacy to be often associated with financial knowledge.
So far, so good. But how do existing demand side surveys measure financial knowledge and why? Financial knowledge is usually measured through knowledge of basic economic concepts such as inflation, compound interest, or risk diversification. The main rationale behind this is that economists consider knowledge of these concepts as indispensible for making sound financial decisions, in particular for choosing optimal savings and consumption levels over lifetime. Moreover, given the number and complexity of financial products in the market today, measuring people’s awareness of products and services can be useful in assessing their understanding of the functions of financial service providers and their knowledge of risks and benefits associated with these products and services. Another often measured aspect of knowledge is practical know how on how to use financial services, such as how to open a bank account.
Let’s assume for a second, that you know all these things financial literacy surveys tend to ask for and would by these measures be considered as financially literate person. Would it mean that you are capable of taking sound financial decisions? Not necessarily, it is still a long way to go. Lack of skills, like numeracy skills the aforementioned question aims to measure could, for instance, prevent you from being able to shop around and identify products which fit your needs best. Similarly, certain attitudes or psychological traits such as being impulsive or behavioral characteristics such as self control problems could be an impediment to, for instance, building up savings cushions. That’s why, many of the surveys reviewed go beyond the narrow focus on measuring financial knowledge and literacy, but also seek to measure skills, attitudes, and financial behavior. For instance, a financial capability study conducted in Fiji includes a number of questions on people’s attitudes toward the future and on impulse purchase.
So let’s assume that you are perfectly knowledgeable and capable. Is even this a sufficient condition for you being able to take sound financial decisions? Again, it’s still a long way to go. Why? External factors, such as lack of access to finance insufficient transparency around financial services design and terms, or societal norms (e.g. for women in some societies) can constrain your capacity to act in your best financial interest. Figure 1 below tries to illustrate this relationship. This is why some surveys like FinScope or Global Findex also assess access and usage of financial barriers. Or why surveys such as the WB’s Financial Capability and Consumer Protection surveys also capture specific information on the level of people’s satisfaction with services offered by financial institutions.
Source: World Bank 2013. “Financial Capability Surveys around the World. Why Financial Capability is important and how surveys can help.” World Bank. Washington, DC.
To come back to the question raised at the beginning, having numeracy skills is not enough to be considered as a financially capable person. Financial capability needs to be measured by assessing people’s financial knowledge, skills, attitudes, and behaviors. Further, collecting information on the enabling environment can help to get a better understanding of the importance of external factors on financial capability.
If you are a policy maker, practitioner, or researcher interested in conducting a survey to measure financial literacy, capability or issues in the related areas of financial inclusion and consumer protection this survey review may be a useful resource for you to identify the appropriate combination of methods for your policy and research objectives.
Visit our new Responsible Finance website to access the ‘Making Sense of Financial Capability Surveys around the World’ publication, as well as a shorter version of this survey review, and lots of other related material on financial capability measurement and program evaluation.
The correct answer is: 42.
Photo credit: Nir Nussbaum, Flickr Creative Commons