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Modern life is full of distractions; though perhaps a self-evident truth, it needs noting. Hyper-connected, overly packed lifestyles leave less time for sharing books with our children, especially with iPads, Super Why! and pressing work emails to divert our attention. If given a choice between exploring the infinite possibilities of imagination through a good book, and playing with Mom’s iPhone, we all know what most children would choose. As we approach the end of National Family Literacy Month, it is important to recognize those who, like Raising A Reader MA, have taken steps to advocate for family literacy. One example is Citizens Academy, a Cleveland charter school who has credited its students’ stunningly high test scores to its own Parent Engagement Program. At Citizens, engaged parents emphatically reinforce what teachers do in the classroom at home, supporting their children in achieving their personalized academic goals. Also in Cleveland – Esperanza Inc., a non-profit that supports Hispanic youth’ academic development. Just like Raising A Reader MA, Esperanza organizes bilingual workshops to address involvement of Hispanic parents in their children’s education. Elianne Ramos, journalist for the Huffington Post’s “LatinoVoices,” couldn’t have stated it any better when she wrote that “life opens up, and dreams become possible when you learn to read, and read well.” In her recent article, Ramos observed how North Carolina’s Guilford County Schools and the National Center for Family Literacy have been collaborating to showcase the importance of family literacy programs. One activity is the Three Million Books Challenge, a campaign that incentivizes students to read. The NCFL also sponsors the Litera-Seeds mini-grants program, designed to help fund classroom projects that encourage parent engagement. While there are examples, here in Boston and throughout the country, of work being done to address family literacy and parent involvement in education, we have a long road ahead of us. And while studies show that, at every socioeconomic level, children with involved parents perform better in school, there are a million reasons hindering parents from reading daily to children at home and being more involved in school life, from language barriers to extracurricular activities. At Raising A Reader MA, we believe that parents are respected partners in their children’s education. In the end, you are your child’s most important teacher, and it is your choices that most greatly influence the level of your child’s interest in learning. It’s time to unplug. I suggest rebooting with a really good book and the child you love. Susannah Kate Matthews is the Somerville Liaison and Special Projects Assistant. As an English major at Connecticut College, she was able to steer her love of books into critical theory as well as poetry. She moved to Portland, OR after graduation for a year in AmeriCorps – she worked for the Washington Reading Corps, supporting literacy development in Head Start classrooms and advocating for family literacy through a small non-profit. She has been with Raising A Reader since February of 2012, and has loved every moment of it. She is hoping to pursue a Masters of Education starting next fall. She can be contacted at [email protected]

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Andrew Benson is executive director of Smarter Schools and Mary Welsh Schlueter is CEO of the Partnership for Innovation in Education, both Cincinnati-based nonprofits. The Enquirer brought much-needed attention to the dilemma of attracting students to STEM subjects – science, technology, engineering and math – and helping them succeed in STEM fields when they graduate (“Cultivating STEM talent: ‘You have to grow them,’” July 29). We agree that the region needs to grow its own students who are interested in and successful in STEM fields, but we think the effort needs to start much earlier for students – in elementary school. The National Center for STEM Elementary Education notes that a third of students lose interest in science by the fourth grade, and by eighth grade, almost 50 percent have lost interest. “At this point in the K-12 system, the STEM pipeline has narrowed to half,” the center noted. “That means millions of students have tuned out or lack the confidence to believe they can do science.” One of the problems, the center notes, is that elementary school teachers often lack the background and the confidence in STEM fields to teach the subject effectively. Fortunately, there is increasing attention to nurturing the natural curiosity of young children and developing interest and proficiency in science, math and other STEM disciplines. One promising effort, which our organizations were involved in earlier this year, helped teachers enhance STEM skills for about 2,000 students in 18 elementary- and middle-school classrooms in the Cincinnati Public Schools and the Milford Exempted Village Schools. This innovative project, funded by Ohio’s Straight A Fund, paired local businesses and nonprofits with the classrooms to work on real-world issues through case-based learning studies that had students using STEM skills to reach solutions. For instance, Kilgour Elementary sixth-graders in Cincinnati helped develop a new ice cream flavor for Madisono Gelato, a local gelato maker, which is featuring their “Triple Chocolate Dare” this summer. The case required students to employ survey research, data analysis, product development, presentation skills, marketing and salesmanship to find and name a flavor. “Companies work very hard to get information and data to help them decide things,” Madisono Gelato owner Matt Madison told the students. “You guys are doing that. This is the real thing.” Eighth-graders at Cincinnati’s Aiken New Tech worked with the Taft Museum of Art to experiment with how to transform a two-dimensional landscape mural from the museum’s collection into a three-dimensional, free-standing work of art. For one 14-year-old girl, the project itself was transforming. “I’ve seen how much I’ve grown as a person from this project,” she said. “This is creative for our brains. It gives us more ways to see things in life. It’s making me love science.” The case-based learning approach was adapted from teaching practices common to Harvard Business School and medical schools, and a third-party evaluation of this project found that the adaptation increased interest and achievement in STEM subjects. That’s good news for these students and teachers, as it gives educators another tool to help foster interest and acumen in STEM subjects. But, more importantly, it is good news for Greater Cincinnati, which needs to be seeding interest in STEM early if it wants to reap the benefits of more graduates with the skills needed to succeed in the workforce.

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The cost of failing our maths students How do you persuade a nation that basic maths skills are just as important as being able to read and write? You put a price tag on them. This is what the accounting firm KPMG has done in its report The long term costs of numeracy difficulties, which was published last week. The firm estimated that the soaring number of people who leave school without adequate numeracy skills could cost the UK taxpayer up to £2.4 billion every year. The report backs the launch of a £6 million campaign by the Every Child a Chance Trust, which encourages businesses to spend money on helping school children overcome their numeracy problems. Too many children leave primary school with poor numeracy skills. According to the report, around 33,000 children (6% of 11-year-olds) leave primary schools each year with poor numeracy skills, which in turn leads to an estimated 7 million innumerate adults with mathematical skills at or below those of a nine-year-old. The resulting long-term cost to the public purse could be as high as £44,000 per individual up to the age of 37. Behind the stark figures lie the personal hardships facing those affected by poor education. It is well-known that unemployment, poor mental health, drug addiction and criminality often go hand in hand with poor literacy skills, but the report points to evidence that poor numeracy skills have just as important a role to play in the lives of those trapped at the bottom of the social scale. Thus, poor maths skills do not just impact on public spending through the costs associated to education — for example special needs support or truancy prevention — but also through the costs associated to unemployment, health and crime. It is these costs the report attempts to estimate. For example, it puts the price of innumeracy through unemployment at £1.9 billion, through crime at £165 million, and through drug use and teenage pregnancy at £98.9 million. The Every Child a Chance campaign will encourage local businesses to contribute up to £12,000 a year over three years to an extension of its early intervention programme, Every Child Counts. The government-backed programme provides children aged seven who have the greatest difficulties with numbers with extra tuition for a limited period, and also plans special maths tool kits for children to take home, containing CDs and mathematical games. Local businesses will be encouraged to supply volunteers to become "number partners" to help children with their sums. According to KPMG, whose chairman John Griffith-Jones is also Chairman of the Every Child a Chance Trust, such early intervention can lift around eight out of ten of the children who receive it out of "numeracy failure". Sticking to the language of cost-effectiveness, the report's authors estimate that every £1 spent on the Every Child Counts programme will save between £12 and £19 later on. Barclays has already signed on to be the first national sponsor, pledging £1.2million to provide a co-ordinating structure for the programme and to establish sponsorship relationships between 20 Barclays branches in England and their local primary schools. Ironically, the KPMG report was published in the same week as a study by a US jobs website, which deems the job of mathematician to be the "best" occupation out of a list of 200, with other maths-based jobs like statistician, actuary, accountant, computer scientist and economist also making the top twelve. The website CareerCast.com decided that mathematics comes top in terms of five criteria: work environment, income, employment outlook, physical demands and stress. Results like these highlight the image problem of mathematics: the gap between what people think maths is and what it could actually do for them. It is this image problem that the numerous maths initiatives that have been set up over recent years have to tackle, so that eventually innumeracy will become just as unacceptable as illiteracy.

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Amazing Alphabet: Using Magnetic Letters to Master Early Literacy Skills (page 2) - 7 Storytime Strategies to Boost Early Literacy - Early Literacy Development Foundations - 4 Keys to Literacy - Make Alphabet Tiles - Branch Out: Create an Alphabet Tree - Obama on Early Childhood Education Every parent of a preschooler knows about those colorful magnetic letters that stick to the fridge (not to mention littering every other surface in the house). But however annoying cleaning up those little ABCs might be, the magnetic alphabet can provide many amazing opportunities for preschoolers to interact with letters and build a foundation for literacy learning. Magnetic letters provide opportunities for hands-on learning which are much more suited for the way young children learn than workbooks and flashcards. "Manipulating materials allows young children to actively construct knowledge using their senses, rather than merely passively taking in and repeating rote information," says Deanna Zerr, President of Unlimited Options and former President of the Colorado Association for the Education of Young Children. “When children manipulate the letters, it adds to their memory processing and enhances their ability to recall the letter in written form later,” says Julie Duffy, Pre-Kindergarten teacher at Shepherd of the Hills Christian School in Colorado. “The child is having great fun - you are interacting with their learning and newfound reading abilities emerge!” So round up those magnetic letters and try a few of these fun, multisensory activities to help your preschooler master important early literacy skills: Visual Discrimination is the ability to differentiate similarly shaped objects, and is an important early reading skill. For example, children must be able to see the differences between E and F or C and G before beginning the process of learning letter names and sounds. - Have your child sort magnetic letters into three groups according to how they are formed –straight lines, curved lines or both curved and straight lines –to help him focus on the similarities and differences in letters. - The same objective can be achieved by purchasing two sets of letters and asking your child to match pairs of the same letter. - Play a game of I Spy in which your child picks the letters in his or her name from all of the alphabet letters! Letter Recognition is the ability to recognize and name each of the letters of the alphabet. While this is an important pre-reading skill, it will take repeated practice to master. - Begin with the uppercase letters first as they are easier to distinguish. For example, it is much easier to see the differences between B, D, P and Q than b,d, p and q. - Create an alphabet train across the kitchen floor using magnetic letters as the train cars. Draw a simple engine and caboose on a small piece of paper and build the train from A-Z, singing the alphabet song for assistance whenever it is needed. As your child is able to recognize the capital letters, you may wish to introduce a few lowercase letters at a time. Matching just a couple pairs of upper and lowercase letters will give your child confidence and you can gradually add more into the mix. - As you cook dinner, have your child cook up his own alphabet soup by putting all the letters into a large pot. Give your child a spoon and sing the alphabet song as he stirs the soup. When the song has ended, he can scoop up a letter (it will stick to the spoon if you use a metal one), and name the letter. Beginning Sound Awareness is the ability to recognize the first sound in a word. Hearing the first sound in a word is a component of phonemic awareness, the ability to hear and manipulate individual sounds in words, and one of the best predictors of reading success in young children. - Play a game of Go Fish with a fishing pole created by attaching a wooden spoon or ruler to one end of a piece of string, and a large paperclip to the other end. Spread the letters on the floor (a few at a time if they are just beginning to work on this skill), and have your child “fish” for a letter. Once a letter has been caught (the paper clip will attach itself to the magnet on the letter), your child can name the letter and the sound it makes and think of one or two words that begin with that letter. - Give your child three letters and send her on a hunt for objects that begin with that letter from around the house. Set the timer to make it more challenging! These ideas will help your put your magnetic letters to good use by building a foundation for literacy success for your little learner. These skills do not come naturally to children, but repeated exposure and playful practice will produce long term benefits as a child begins to read. The possibilities for practice are endless, so once you have tried these tips out, get creative for added alphabet practice!

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Friday, July 6, 2012 Early Years Apps for Learning More antidotes of very young learners becoming engaged by and using apps continue to surface. There is even early evidence that preschoolers who use iPads for some guided activities have a small advantage with language acquisition. Dr D Bebell, Sue Dorris and Dr Mike Muir from the Auburn School District presented to Auburn School District Committee. This has yet to be proven conclusively but may have interesting outcomes for early years teachers. There was no suggestion of which apps were used in the study but it did make me curious to see what apps were available for early learners. Here are a number of apps that can be used by preschool and infants age kids. Learn - toggle through the alphabet to see the pictures and words that start with the letter chosen. Press the picture to hear it. Practice- Choose the letter that the picture starts with. Play- This fun activity is great for all ages. Press the circle to reveal a random letter. Choose from the nine colored markers and start drawing something that starts with that letter. Stories About Me allows parents and teachers to create their own social stories for their children and students. Blending photos, text, and voice recordings into a talking picture book, children can playback rich media stories of their own personal experiences. Swiping advances the pages and tapping plays the audio; simple as that! Learning to write letters and numerals will never be the same after a child tries LetterSchool. This app has raised the bar for all letter/numeral recognition apps. Children’s Technology Review. A fantastic program to familiarize kindergartners with the alphabet. This intelligently designed app will captivate the user through entertaining animations and an easy to navigate interface. Wonder Kids: FREE Wonder Kids is an educational application for toddlers, pre-school and elementary school children. Fun Learning Activities, as coloring, drawing, matching games, jigsaw puzzles and Bingo games. Contributing to the all-round and linguistic development of kids, the application gives them a sense of achievement and enormous satisfaction. SpellMania encourages players to spell and learn harder and harder words. If the player makes a mistake, the host will repeat the word letter by letter with the correct spelling displayed on screen. Any misspelled words are more likely crop up again in the game, giving players another chance to get it right, reinforcing the learning. Kids learn their ABCs through play when they make the 'D'inosaur roar, 'Z'ip the Zipper, and more! Every letter is a unique, interactive toy! The memorable flash cards engage children in learning and aid in development. Develops reading foundational skills including uppercase letters, lowercase letters, and phonics sounds Created by an Occupational Therapist. Ready to Print is a tool for parents, therapists and educators to help teach pre-writing skills to children to build a strong foundation for beginning printers. Ready to Print progresses through the pre-writing skills so that children can master the visual-motor, visual-perceptual, and fine motor skills. This app is a How To guide for kids and their mentors to get the words flowing. This app is not about grammar and spelling. The creative writing process is presented in entries and photos of kids writing, original artwork, and inspiring scenes. The photos will fuel brainstorming for stories, essays and poems. Can you complete each level by setting cuckoo’s clock correctly 12 times? Choose the level of play you wish to practise then drag the minute hand around the clock to match the time spoken. Press the yellow button to see if you’re correct, if you are, cuckoo comes out to say hello! Multiple levels. This app addresses all four language objectives to help early language learners as well as children with expressive language delays who use augmentative and alternative communication methods. Use the ‘Learn’ and ‘Practice’ buttons to direct the child to find a specific target words. Posted by Greg Swanson at 6.7.12

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Guide your child to effective communication with this fully updated handbook. Language is about so much more than just words, and healthy communication is the foundation of your child's ability to succeed emotionally, socially, and academically. The first eight years of life are a critical period of language and literacy development, and as a parent, you are your child's primary role model as he or she begins to acquire speaking, reading, and writing skills. And yet, you may be uncertain of what constitutes typical language progress and of what activities and practices will enhance your child's learning experiences the most. Fully revised and updated for our modern times, Beyond Baby Talk is here to guide you through the easiest and most engaging ways to instill strong communication skills in your child, and to provide fun for you both along the way. Inside, you'll find all of the essential steps and checkpoints to help you gauge your child's progress, as well as easy methods to: - Evaluate and monitor your child's spoken language development - Enhance your child's literacy skills for improved spelling, reading, and writing abilities - Understand and navigate environmental influences on language development such as television, texting, and cultural slang - Recognize the signs of language and literacy progress problems--and know when to seek professional help "In collaboration with and copyrighted by the American Speech-Language-Hearing Association (ASHA) "www.asha.org/BeyondBabyTalk. About the Author Apel is a professor of communication sciences and disorders at Western Washington University and a widely know educator and specialist in childhood language. Kenn Apel, Ph.D., CCC-SLP, is a professor of communication disorders and sciences at Witchita State University and a widely known educator and specialist in childhood language. Julie J. Masterson, Ph.D., CCC-SLP, is a nationally known educator and specialist in child language development. She is a professor of communication sciences and disorders at Southwest Missouri State University. "Beyond Baby Talk combines accuracy with readability to produce an excellent resource for parents, caregivers, and clinicians alike." --Arthur C. Maelender, Ph.D., Geisel School of Medicine at Dartmouth "[Beyond Baby Talk] is well written and enjoyable to read....made concepts much easier to grasp and understand. I would definitely recommend to the families that I care for. " --Michael Metts, D.O., FAAP, FACOP, Des Moines University

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Music enthusiasts who are drawn to creating and communicating with rock music have another option to pursue their music career as more prospective students begin looking for university online programs in music theory, history and composition. Many colleges and universities now offer online music classes that allow them to explore everything from the history of rock music to finding a job in the music world after obtaining a music degree. But why study music? In an answer to that question, J. Terry Gates, associate professor of music education at the State University of New York at Buffalo, stated that the best reason to study music is: “it gives people a reliable, thorough, and efficient way of becoming expert at creating, communicating, and deriving meaning musically in the world of humans.” In other words, students of music become aware of music as a means of communication. They are thus better able to create songs that will carry the message they want to convey to their audiences. Whether you are in a band already or considering songwriting, musical knowledge is cultural power. Here are some examples of the online classes that can motivate, inspire, and cultivate rock music lovers who are serious and passionate about studying music. 1. The History of Rock ‘n Roll (Valley City State University, ND) This exploratory course traces the American popular music movement as it evolved from the 20th century. It focuses specifically on the rock genre by using recorded examples, historical footage,and some selected texts. Students will study important recordings, different artists, albums, musical and technological advancements in music, as well as learn about the social and cultural impact of the music. 2. Music Recording, Mixing, and Mastering (Valley City State University, ND) This music production course gives students an overview on the techniques, hardware, and the software that is used in audio production. Students will learn about “mixing and mastering” through selected readings and by participating in a mastering project. 3. Pop and Rock Vocals (Berklee College of Music, Boston) This class focuses on the “breath support and management” of singing and ways to bring out the emotional reaction that singers want from their audience. It explores ways to communicate and relate to the audience and how to use the “stage” to your advantage during a performance. Students are required to record “sing-along” track assignments for instructor’s assessment. They will also learn how to perform a variety of music genres while exploring the music of some of the greatest singers and songwriters including John Lennon/Paul McCartney, Janis Joplin, Robert Plant, Tina Turner, Bob Dylan, Elton John, Madonna, and many others. 4. Rock Guitar Soloing (Berklee College of Music, Boston) This class is for students who have learned how to play the technical aspects of the guitar but do not possess the knowledge to apply the musical elements that make up a song. Students will learn to accomplish this task by using video, audio, class discussions, and diagrams to understand what makes a successful solo. Students will listen to various guitarists and explore their techniques and then learn how to apply those same techniques to their own playing. 5. Career Perspectives (Mary Pappert School of Music, Pittsburgh) Now you have a music degree, so…what are your career options? This course helps student discover the ways and means to make a living in the world of music. It covers such topics as marketing, project developing, business skills, and recording. This course will help students feel more confident in their job search and discover what type of music jobs exist across the country. It was Friedrich Nietzsche, German philosopher, poet, composer, and classical philologist, who said that “in music the passions enjoy themselves.” Surely for those who are sincerely passionate about music, this quote hits home as more and more students seek careers in music education, online.

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How to create a voltaic cell battery using a lemon. 1Polish the zinc and a penny (a small copper coin) with sandpaper.Ad 2Squeeze lemon without breaking its skin. The squeezing action releases juices inside the lemon. 3Cut two slits in the top of the lemon, 1 to 2 centimeters (0.4 to 0.8 in) apart. 4Insert a penny (or copper coin) into one slit and the zinc into the other. 5Test to see if voltage is produced by touching leads of voltmeter to both the penny and the zinc.Ad We could really use your help! Rome Total War? - You can replace the strip of zinc with a galvanized nail or with a zinc washer. - If you can get a copper strip instead of a penny, it will work even better. You can place it deeper into the cell. Pennies made after 1982 only have a thin layer of copper on the outside, the rest is zinc. Pennies from before 1982 and some from 1982 have a much higher copper content. You can hear the difference if you drop the pennies on a hard surface. If you have a real strip of copper, it will work better. - You can replace the penny with a silver or nickel coin. - You can replace the voltmeter with the speaker from an old transistor radio. - Many other replacements are possible: experiment with them. - This is called a wet cell; normal batteries are dry cells. - Always be careful when working with electricity. - Power in single cell isn't strong. You will require several linked together to light a light bulb (two or more cells make a battery). Things You'll Need - Zinc strip - Penny (small copper coin) - One lemon - Scissors or knife Sources and Citations - Lemon battery, Wikipedia, http://en.wikipedia.org/wiki/Lemon_battery Categories: Science for Kids In other languages: Thanks to all authors for creating a page that has been read 139,717 times.

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Babies develop early math and numeracy skills by experiencing concrete actions on their world. Take simple paper tearing. One big piece of paper can be torn into 2 pieces, 3, 4, 5 — from the one piece come many pieces—like magic to a baby. We take it for granted but to babies this is exciting stuff. Watch Whitney’s squeal with each additional “division” of paper: It is these early intuitive experiences with sequence, number & numeracy that provide the foundation for later abstract mathematical symbol systems. It is the same with more and less of stuff; babies notice the difference. More ice cream for the sibling can bring about a temper tantrum. We can help our babies reflect on these logical and numberical aspects of their world by drawing attention to them and narrating a bit as I attempt in the video.

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Tutors have the ability to create educational resources and share them with the WyzAnt community. Here are some of the resources created by Cynthia. View all of Cynthia’s resources If your math problem is stated in fractions then there is another method below, but if your problem is for you to figure out the precedence of operations, then see the above reply. If you are doing the problem from a multiplication standpoint: I wanted to share with you my excitement in attending a class for diagnosing dyslexia. It is the first series in a 4 part series through the Dyslexia Institute. I was amazed at some of the reading I did including how dyslexics and non-dyslexics use different parts of their brain for reading. Through phonics instruction it was proven through MRIs that dyslexic brains eventually started...

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This is how reading begins. Early literacy experiences—a baby playing peek-a-boo, a toddler finger painting, and a preschooler making up rhyming words—build the foundation for later reading and writing success. Policymakers, researchers and educators are talking a lot about these early literacy skills. That’s because supporting children’s early literacy development is a critical to their future reading success. And children who can’t read on grade level by 3rd grade are 4 times less likely to graduate from high school on time than proficient readers. In 2011, 68% of 4th graders not reading proficiently. You can help children have the early literacy experiences they need to thrive. We’ve created an early literacy calendar (view a preview of the calendar) that describes 144 different activities to promote literacy that parents and caregivers can do with children. Your donation will allow us to provide these calendars at no-cost to families across the state. This holiday season, give the gift of literacy. Every $100 donated will allow us to print 50 calendars to share at no-cost with North Carolina children and families. Help us reach our goal of distributing 5000 calendars. We only have 2,000 days between the time a baby is born and when that child begins kindergarten. 90% of critical brain development happens in that time. Your gift will help children build a strong foundation.

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National Achievement Test The National Achievement Test (NAT) is an examination given annually in March to assess the competency of both public and private school students. The students’ knowledge and skills are tested in the subjects of Mathematics, English, Science, Filipino, and HEKASI for grade school and Mathematics, English, Science, Filipino, and Araling Panlipunan for high school. The test is administered by the Department of Education's National Education Testing and Research Center (NETRC). The results are intended to guide the Department of Education in its efforts towards the improvement of the quality of education in public schools and to provide appropriate intervention for the students. A score of 75% and up indicates mastery of the subject and 50% to less than 75%, near mastery; while a score of below 50% indicates low mastery. NCEE, NEAT, NSAT The NAT used to be called the National Elementary Achievement Test (NEAT) for the grade school level and the National Secondary Achievement Test (NSAT) for the high school level. Both NEAT and NSAT were precursors of the National College Entrance Examination (NCEE), an examination administered to gauge the competency of students entering college. The NCEE was abolished in 1994 through Executive Order no. 632 by then education secretary Raul Roco who stated that all high school students should be able to enter college and be given a chance of a better career in the future. It was replaced by NEAT and NSAT. When the Department of Education Culture and Sports (DECS) was officially converted into the Department of Education (DepEd), NEAT and NSAT were also abolished and replaced by the National Achievement Test. Both the public and private elementary schools take this exam. Assessment of School Performance Since school year 2002-2003, the test has been given to grade 3, grade 6, and 2nd year high school students. From 2004 – 2006, the NAT was also given to high school seniors under the direction of Secretary Edilberto De Jesus as a special measure to further aid in the assessment of school performance. The schools of Eastern Visayas and CARAGA made it to the top 2 for school years 2004-2005 and 2005-2006 while the schools of ARMM, NCR and Western Visayas were in the bottom 3. Science was found to be the subject of lowest competence for both elementary and high school students. There was general deterioration seen in the results from school years 2004 to 2006 but by 2008 an improvement was seen, especially in the subject of science, with the number of students found to have low mastery of each subject consistently decreasing. Citing an unhealthy competition among schools, the Federation of Association of Private Schools and Administrators (FAPSA) criticizes and lobbies for the abolition of the program. The conduct of the test, according to the group, paves the way for ingenious access to leakage. Through this exam, the National Education Testing and Research Center — the DepEd’s testing arm — seeks to determine each student’s competency level under the department’s regular and bridge education program. Under the bridge program, parents can have their sixth-grade children undergo one more year of elementary education to hone their skills in English, Filipino, math and science. However, assurances from the Philippine government stated that the exam will not be a basis for public schools to accept incoming high school or college freshmen since the government’s policy is to accept all students at any public school so long as they complete all their requirements at the previous level. - “Education Office Slates Achievement Test." In SunStar, January 30, 2008. - "Students’ scores in achievement tests deteriorating; CARAGA and Eastern Visayas rank highest." DepEd.gov.ph - "Grade 6 Pupils’ National Score Up." In Philippine Daily Inquirer, June 25, 2008. - "NSCB- 2007 Factsheet." NSCB website

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Learn something new every day More Info... by email There are two basic types of grammar programs for computers: programs that correct the grammar of a document and programs that teach a user how to use grammar. The former is generally not considered a reliable method of editing an article, but the latter can teach a willing student more about grammar. In addition, some websites offer educational newsletter programs that help people gradually improve their grammar. The capability and reliability of each of these programs vary; for example, a poorly funded grammar program might not be very useful or can even be harmful when it comes to correcting an important document or teaching students grammar. Some grammar programs are designed to analyze and correct a user’s grammar. A program scans a digital document for errors and then lists them with suggestions on how to completely fix or at least improve all incorrect sentences. These programs are usually reliable for novice mistakes, but they may frequently suggest the user fix correct sentences. It is difficult for programmers to code most or even all possible grammar mistakes, so all grammar programs are lacking in some way. The best computer software programs of this kind are usually not free and might even require a monthly subscription. Other grammar programs are designed to actually teach users how to use grammar rather than fixing the mistakes they make. These computer programs are usually in the form of games and can range in difficulty from elementary education to high school or higher education. In general, there is relatively little demand for computer grammar programs, so the vast majority of the available games are often several years old. In fact, some old grammar computer games are no longer compatible with the latest versions of the popular operating systems. Besides computer programs, some Internet newsletters give scheduled lessons on grammar. The emails arrive every day or week with a new explanation, tip, or other tidbit on grammar. This can be a slow way to learn more about grammar, but students are less likely to become overwhelmed with new information. A potential downside to educational newsletters is that students may become disinterested after a few emails and end up unsubscribing, not reading the emails, or sending the emails straight to their spam folder. Sometimes these newsletters make money by selling related products to their email list once they have gained the users’ trust, such as selling an e-book on certain aspects of writing. One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!

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You can read the whole study here. What follows is the press release: Remedial instruction rewires dyslexic brains, provides lasting results, study shows Carnegie Mellon researchers say findings could usher in new era of neuro-education A new Carnegie Mellon University brain imaging study of dyslexic students and other poor readers shows that the brain can permanently rewire itself and overcome reading deficits, if students are given 100 hours of intensive remedial instruction. The study, published in the August issue of the journal Neuropsychologia, shows that the remedial instruction resulted in an increase in brain activity in several cortical regions associated with reading, and that neural gains became further solidified during the year following instruction. "This study demonstrates how remedial instruction can use the plasticity of the human brain to gain an educational improvement," said neuroscientist Marcel Just, director of Carnegie Mellon's Center for Cognitive Brain Imaging (CCBI) and senior author of the study. "Focused instruction can help underperforming brain areas to increase their proficiency." Using functional magnetic resonance imaging (fMRI), scientists investigated the changes in a number of cortical regions located in the parietotemporal area, which is responsible for decoding the sounds of written language and assembling them into words and phrases that make up a sentence. CCBI research fellows Ann Meyler and Tim Keller measured brain activity patterns by examining blood flow to all of the different parts of the brain while children were reading. Those measurements showed that prior to the remediation, the parietotemporal areas were significantly less activated among the poor readers than in the control group. The new findings showed that many of the poor readers' brain areas activated at near-normal levels immediately after remediation, with only a few areas still underactive. However, at the one year follow-up scan, the activation differences between good and poor readers had nearly vanished, suggesting that the neural gains were strengthened over time, probably just due to engagement in reading activities. These findings that point to the parietotemporal region's role in reading contradict a common perception that dyslexia is primarily caused by difficulties in the visual perception of letters, leading to confusions between letters like "p" and "d." Visual difficulties are only at fault in about 10 percent of dyslexia cases. The most common cause, accounting for more than 70 percent of dyslexia, is a difficulty in relating the visual form of a letter to its sound, which is not a straightforward process in the English language. The same parietotemporal areas of the brain that showed increased activity following instruction are centrally involved in this sound-based processing. The poor readers, 25 fifth-graders from Pittsburgh and its surrounding communities, worked in groups of three for an hour a day with a teacher specialized in administering a remedial reading program. The training included both word decoding exercises in which students were asked to recognize the word in its written form and tasks in using reading comprehension strategies. This brain imaging study was also the first in which children were tested on their understanding of sentences, not just on their recognition of single words. The sentences were relatively straightforward ones, which the children judged as being sensible or nonsense, such as "The girl closed the gate" and "The man fed the dress." The children's accurate sensibility judgments ensured that they were actually processing the meaning of the sentences, and not just recognizing the individual words. The research's implications may reach far beyond improving literacy skills. Just noted that the brain's capacity to adapt as the result of targeted instruction has the potential to influence the remedial learning process in other subject areas, as well. "Any kind of education is a matter of training the brain. When poor readers are learning to read, a particular brain area is not performing as well as it might, and remedial instruction helps to shape that area up," he said. "This finding shows that poor readers can be helped to develop buff brains. A similar approach should apply to other skills." Additionally, the concrete evidence of improvement demonstrated in this study may be valuable in evaluating the effectiveness of a teaching approach or curriculum, or could even be used to shape education policy. "We are at the beginning of a new era of neuro-education," Just said.### The brain imaging research was supported by a grant from the R.K. Mellon Foundation, as well as the National Institute of Mental Health and the William and Flora Hewlett Foundation. In addition to Meyler and Keller, other study co-authors included Vladimir Cherkassky of the CCBI and John D.E. Gabriel of the Department of Brain and Cognitive Sciences at the Massachusetts Institute of Technology.

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Sections / Articles Web Resources: September/October 2013 Bright and Early – Sam Oertwig & Sharon Ritchie - The PreK-3rd Grade National Work Group website provides information briefs and webinars regarding policies and practices from experts across the country. - The May/June 2011 issue of Principal focused on Early Learning, with articles on the impact on the achievement gap, measurement and assessments, and principal preparation. It’s Playtime! – Joan Almon - The Literacy Guide, developed by Bank Street College, describes the stages of literacy development in preschool, kindergarten, and the early grades, and what to expect from children at each stage. - Crisis in the Kindergarten: Why Children Need to Play in School, a report by the Alliance for Childhood, examines new research on how much time kindergartens spend on cognitive instruction vs. play-based learning and some of the ill effects of current practices. Building a Foundation for Literacy and Learning – Kathy Ward-Cameron - Watch a short video in which David Dickinson discusses Vanderbilt University’s research on learning in preschool. - Read the transcript of an interview with Robert Pianta on early literacy. - Listen to the NAESP Radio podcast, “Early Moves That Create a Continuum of Learning Success,” where host Gail Connelly discusses the state of early learning with Deborah Leong. Power of Pre-K – Rebecca Stephens - Visit the FirstSchool Initiative website for an in-depth description of the program’s philosophy and framework. - Explore NAESP’s Early Childhood Education webpage to find resources and policy statements on P-3 alignment, including recommendations from NAESP’s Task Force on Early Learning. World-Class Collaboration: Q&A With Maureen Keithley - Listen to Maureen Keithley’s entire interview about English-language learners on NAESP Radio. - Visit the Principal magazine archive to access Nancy Protheroe’s Research Report, “Effective Instruction for English-language Learners.” Going Green – Fred Barch - The Department of Education’s Green Strides Webinar Series provides school communities with tools to reduce environmental impact, improve health and wellness, and teach effective environmental education. - NAESP’s Green Schools page provides resources for school leaders to improve environmental literacy and foster 21st century skills.

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Mindset: How You Can Fulfil Your Potential (2012) Background to the report The book hinges on the idea that it is our mindset, not ability or talent, that leads to our success. The basic idea is that there are two types of mindsets you can adopt- fixed or growth. See the link to the book below. In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success—without effort. In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Just because some people can do something with little or no training, it doesn’t mean that others can’t do it (and sometimes do it even better) with training. A key message throughout the book is that your mindset is not permanent. The growth mindset is based on the belief in change and it is important to know that no matter what stage you are at in life, it is not too late to make a change. This change is a challenge, but it is possible and well worth it. Impact for education and learning Dweck argues that schools must not label students – students that identify as ‘not clever’ will carry this label with them across school years and subjects. At the same time, students with a fixed mindset who are labelled as gifted and talented may then feel as though they are failures if they eventually encounter difficulty in their studies. Additionally, schools must encourage mistakes to be viewed as learning opportunities, and must reward effort rather than talent. Links to more informationBack to resources - Parents' Beliefs about Children's Maths Development and Children's Participation in Maths Activities (2012) - Predicting Long-Term Growth in Students’ Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies (2012) - The Role of Aspirations, Attitudes and Behaviour in Closing the Educational Attainment Gap (2012) - Measuring Mathematical Resilience: An application of the construct of resilience to the study of mathematics (2012) - The Elephant in the Classroom: Helping Children Learn and Love Maths (2009) - Everyday Maths Project - Does Introducing Parents to Learning to Learn Techniques have a Positive Effect on Pupils’ Achievement? (2004) - The Intergenerational Transfer of Numeracy Skills (2013) - ACME Mathematical Needs Project (2011) - Parental Engagement in Early Literacy and Numeracy Activities and Student Achievement in PIRLS/TIMSS

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El día de los niños/El día de los libros (Children's Day/Book Day), commonly known as Día, is a celebration every day of children, families, and reading that culminates yearly on April 30. The celebration emphasizes the importance of literacy for children of all linguistic and cultural backgrounds. Día is a nationally recognized initiative that emphasizes the importance of literacy for all children from all backgrounds. It is a daily commitment to linking children and their families to diverse books, languages and cultures. The common goals of all Día programming are to: - Celebrate children and connect them to the world of learning through books, stories and libraries. - Nurture cognitive and literacy development in ways that honor and embrace a child’s home language and culture. - Introduce families to community resources that provide opportunities for learning through multiple literacies. - Recognize and respect culture, heritage and language as powerful tools for strengthening families and communities. * Many thanks to our friends at Charlotte Mecklenburg (North Carolina) Library who have supported Dia and successfully promoted it as "Diversity in Action."

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How to Be an Effective Teacher Being an effective teacher is harder than it may seem. It is something which comes naturally to some yet not at all to others. With the first day of school being the one on which children may feel at their most vulnerable, they really can be a tough audience and will often make their minds up about their teacher before the lunch bell. They are away from their family home, with a new selection of peers and being faced with new challenges – all factors which can contribute to an anxious atmosphere which, in turn, can contribute to a harsh, possibly unfair, judgement. However, it is not all bad news. In order to tranquilise the troubles first day nerves and tensions may bring about, teachers can be most effective. An air of confidence will not only assure the children who the authority figure is but will also give them faith in the capabilities of said authority figure. Sensitivity and tact are other ever-present characteristics in an effective teacher. Children are constantly in a process of change, maturing - under adequate guidance - to be educated and responsible young adults. Teachers play a vital part in this process. Not only do effective teachers lead their pupils, they assist them on their path to maturity, resolving problems, calming worries, and encouraging strengths. This is the key to being an effective teacher, an individual approach to each pupil. Not every child matures at the same rate, with the same confidence, as the next – a fact which emphasises the need for thought and sensitivity to be considered as fundamental requirements in every teacher. Here at Teacher-appreciation.info , we find that the most popular teachers recognised in our teacher appreciation gallery are those with something special about them. Like the invaluable traits discussed above, it could be that they show kindness or sensitivity when faced with a particularly difficult situation, that they are funny and have the ability to make even the dullest subject entertaining or that they set an example – say of confidence, character or personal strength – which inspires students to reach to achieve their potential and objectives. A great tip for being an effective teacher is to consider students reaching their potential and objectives as your goal; such an aim will function as a platform for inspiration when developing a successful and rewarding career. Another essential criterion is to choose the right school to be able to optimize your training when taking your teachers exams. There are a lot of Elementary Education degrees see what is best for you.

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PER-112 Special Topics in Personal Fitness A course in this area is designed to provide students with the basic knowledge and activity requirements to maintain active lives. This course is to be used as a gateway course before students complete their two additional requirements, one from leisure and lifetime activities and one from sport, dance and society core categories. (Students take one course from the personal fitness series then one course each from the leisure and lifetime series and from the sport, dance and society series.) The emphasis in each course is on fitness development and maintenance. Students are expected to train 3 times per week?2 times in class and 1 time outside of class. All courses involve the participation in conditioning activities, lectures, discussions, papers, and tests. Elementary education students take Physical Education 222 for their personal fitness course. Conceptual topics related to wellness included in all personal fitness courses are these: (1) principles for the development of an active lifestyle, (2) issues in nutrition, and (3) body image.

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Careers in Contemporary Writing and Production/Jazz Composition/Composition "To play great music, you must keep your eyes on a distant star." -Yehudi Menuhin, violinist. The arranger provides musical arrangements of a song for the musical artist. The arranger determines the voice, instrument, harmonic structure, rhythm, tempo and other aspects of a song, based on the artist's specifications. Training in music theory, orchestration, composition, and harmony is required. An arranger should have experience writing music, playing one or more instruments, and copying charts. A Composer creates instrumental pieces, either to stand alone or to be combined with lyrics. They may also work as film composers, scoring music to enhance videos or films. A conductor's main duty is preparing the orchestra for the finest performance they are capable of presenting. This includes choosing the repertoire, rehearsals, and possibly planning an entire season of musical events, as well as all other business of the orchestra. A conductor must have a strong ability on an instrument (usually piano), be able to sight read, and have a strong stage personality. A copyist transfers musical parts from a score onto individual parts. This person must have strong notation and transposition skills, and training in music theory, as well as be neat and accurate. See description under Careers in Songwriting. An orchestrator is responsible for transposing music from one instrument or voice to another in order to accommodate a particular musician or group, and writing scores for an orchestra, band, choral group, individual instrumentalist, or vocalist. Record producers work with recording acts to produce records. The record producer helps the artist select songs to be recorded, and supervises all aspects of the recording process. See descriptions under Careers in Music Education. A transcriber notates musical performances onto a score from a recorded performance. Other Related Jobs

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Music Educators welcome Ofsted's new music criteria 14 November 2012, Rhian Morgan There’s been a broad welcome to Ofsted’s revised subject-specific criteria for music. David Ashworth, a music education consultant and manager of TeachingMusic.org.uk, said the new guidelines 'incorporate some of the key messages from Ofsted's most recent music reports and guidance documents, making them both up to date and consistent. I would like to think that these guidelines will impact on the way music is taught in schools and that there will be a steady and incremental improvement.' The revisions include replacing the term ‘satisfactory’ with ‘requires improvement’ and new references to music hubs, the National Plan for Music Education and provision of first access to instrumental learning and GCSE/A Level courses. Retention rates in additional tuition, extra-curricular activities and curriculum courses at Key Stage 4 and 5 have also been added. Mark Phillips HMI, Ofsted's National Advisor for Music, said: 'The term "musical provenance" brings together the important historical, social and cultural origins of music that help support pupils’ musical understanding. We have also included reference to the use of movement, alongside singing and listening, to help pupils internalise musical ideas.' There are also references to literacy, used to support musical learning, and to spiritual, moral, social and cultural education, recognising the importance of music’s contribution to a school’s overall effectiveness. Deborah Annetts, chief executive of the Incorporated Society of Musicians, described the guidelines as superb news. 'This is a real boost for music teachers in schools where they are often asked to sub-level against their own expertise,' she said. 'To explicitly state that “manufactured sub-divisions of levels” is a sign of inadequate teaching will empower these teachers and send a clear message to those still sub-levelling that this is simply inappropriate for music education. 'On top of this good news, Ofsted has recognised that progression into Key Stage 3 and beyond is an important indicator of a good music department,' added Annetts. 'There is a clear signal here that music must not be sidelined, and that schools – if they want to avoid getting a bad report from Ofsted – should strengthen music and provide opportunities at Key Stage 4 and 5.' The changes were also welcomed by Lincoln Abbotts, teaching and learning development director at ABRSM. 'The guidance set out in Ofsted’s report can only be positive as we all work towards achieving consistent high quality in music education. The "Outstanding" descriptions remind us of the incredible power that music has in inspiring young people and the wider community around their schools.' But David Ashworth also sounded words of caution, saying that there needed to be an overhaul of restrictive whole-school assessment procedures. 'We are chipping away at this problem, but you reach a point when you just wish someone with the authority and muscle would, once and for all, work with music teachers to sort out what and how we should assess,' he concluded.

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Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken. My suggestions for computer generated art projects are as following: 1) Design a series of small projects, focusing on the practice of tools. This will really help those students who only have basic computer skill. Each graphic program has different tools, and new students need more time to get used to it. Business cards, one page of ad design, logo, or photo retouching would be good ideas. 2) Advance students can have a series of product design. Have them choose the theme and design the product such as stationary, letter set... 3) Illustration. Have students choose a magazine or story book. Design the computer illustration to enhance the theme of those reading material. 4) Poster, invitation cards, wedding cards, book cover design.. 5) Besides the product, I also recommend some project that help students's critical thinking not only in the visual design but also contextual meaning. Such as self-identity logo or image design. the journal of art education also have many practical computer projects and provide DBAE approaches. Hope I'd help you.

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Prepare to meet the needs of the growing number of English language learners (ELLs) in today’s classroom.* Walden’s online Graduate Certificate in Teaching English Language Learners (Grades K–12) provides the practical instructional strategies you need to help students of diverse linguistic and cultural backgrounds thrive within the general classroom and other settings. In this four-course, non-licensure program, you will explore a range of theories, strategies, and second-language learning programs, including dual-language immersion, transitional bilingual education, and structured English immersion. You will learn to apply: - Formative and summative assessment tools to measure language proficiency and guide instructional approaches. - Practical strategies to make academic content accessible to ELLs. - Second-language learning and literacy development theories to create productive English language learning environments. By learning to work collaboratively with families and colleagues, you will develop the skills essential to supporting and advocating for English language learners of diverse backgrounds. Credits earned in this program may be applied toward Walden’s MS in Education with a specialization in Teaching English Language Learners (Grades K–12). Find detailed information for this program, including possible occupations, completion rate, program costs, and median student loan debt. *According to the National Clearinghouse of English Language Acquisition (NCELA), there were over five-million ELLs enrolled in US schools in 2007. The number of ELL students grew by 57% from 1997-2007 and the number and proportion of ELLs in schools are continuing to grow. Viewed online 7/24/2012 at http://www.ncela.us/files/uploads/3/EducatingELLsBuildingTeacherCapacityVol1.pdf.

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Last week one of the kindergarten students asked, "Are snowflakes alive?" At first glimpse it is a simple question asked of a teacher. Now take a second to answer it in your own mind. Then ask yourself when you last took the time to wonder at nature as this 5-year-old did. Don't be too hard on yourself; children are natural scientists. They are much more inclined than adults to ask hard questions about the world in which we live. From infancy they test the world around them. You remember the phase of their dropping things from the highchair just to see what happens. As early as 2 years of age, toddlers ask "Why?" With that, they begin a line of inquiry and a chain of hypotheses that could fill a yearlong curriculum. Unfortunately, there is a disconnect once they get to school. Children are tuned in to science with their natural questioning and observation skills; however, science doesn't play a major role in their elementary school schedules. Science classes are not scheduled to take advantage of this age of natural wonder. Instead, science class takes a back seat to the fundamental skills of reading and math. There certainly isn't time to get everything done in a day (or a year for that matter), so science is often relegated to an abbreviated time in the weekly schedule. If time keeps science out of the typical elementary science curriculum, you would expect to find it in preschool classes where time is not so closely tied to covering the curriculum. Still, science is the exception and not the rule. Indeed, a survey by the National Science Teachers Association (NSTA) found that 80 percent of elementary teachers spend less than an hour a week teaching science. Creative teachers find ways to tie science into other lessons. In fact the language arts series used in our area has extension activities that focus on science, allowing teachers to find ways to shoehorn science into a unit. Others may be content that students are being exposed to science in this way. For us, science activities alone are not an answer to this problem, for science is about engaging in inquiry over a period of time through firsthand explorations and investigations. To take advantage of children's natural curiosity, science deserves to play a much more important role in elementary school. Instead of science taking a hiatus in a child's life from the beginning of formal schooling until middle school, we need to recognize science as a way to reach students to facilitate language and math skills. It is an ideal discipline to develop 21st century skills of creativity, critical thinking, communication, collaboration and information literacy. To make this happen, the NSTA recommends that "teacher preparation and professional development must provide for experiences that will enable teachers to use hands-on activities to promote skill development, selecting content and methods appropriate for their students, and for design of classroom environments that promote positive attitudes toward science and technology." As it is now, new teachers feel least prepared or comfortable teaching science as they embark on their careers. Veteran teachers often feel like they have to have all the answers to student questions. Truth is, early childhood teachers and even elementary school teachers do not need to have a wealth of knowledge about scientific facts or concepts. From our experience, we would contend that one of the best skills we could teach an aspiring teacher is to elicit the question "why?" from his/her students, or to embrace the question, "Are snowflakes alive?" and to allow oneself the time that is necessary to explore an answer within such a remarkable teachable moment. Linda Krulock graduated from West Liberty State College with a Bachelor of Arts degree in elementary education and early childhood. She teaches senior kindergarten at Wheeling Country Day School. Elizabeth Hofreuter-Landini is head of school at Wheeling Country Day. She is a graduate of Princeton University and Harvard University Graduate School of Education.

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Lesson study–the form of professional development long favored by Japanese teachers–has recently been initiated by teachers at many sites across North America. This handbook illuminates both the key ideas underlying lesson study and the practical support needed to make it succeed in any subject area. In lesson study, teachers plan, observe, and refine “research lessons” designed to bring to life their long-term goals for student learning and development. Japan’s steady improvement of mathematics and science instruction since World War II is credited by researchers to teacher-led lesson study. Nine chapters address topics including the basic steps of lesson study, supports, misconceptions, system impact, and how to pioneer lesson study in your setting. The handbook provides practical resources including schedules, data collection examples, protocols for lesson discussion and observation, and instructional plans for mathematics, science, and language arts. Contributions by US lesson study pioneers Lynn Liptak, Tad Watanabe, and Makoto Yoshida highlight additional issues in lesson study design. Catherine Lewis received her doctorate from Stanford University. Fluent in Japanese, she has researched lesson study since 1993, and has participated in research lessons at more than 50 Japanese and US schools. Her book Educating Hearts and Minds: Reflections on Japanese Preschool and Elementary Education (Cambridge University Press) was named an outstanding academic book of 1995 by the American Library Association’s Choice. Lewis is a senior research scientist at Mills College in Oakland, California. This groundbreaking book is available only from Research for Better Schools. If you believe that teachers should be the central force in their own professional growth, then read this book to discover both why and how lesson study matters.

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Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school. Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral. Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read. High School Tutors “High school isn’t what is used to be.” High school students are inundated with grades, sports, work, volunteering, activities, and sometimes a little old fashioned teenage fun. Most students tend to take on more than they can mentally and physically handle, but want to prove they can do it. When a high school student shows signs of struggling it is important to get them the help they need as soon as possible. If your high school student begins wondering where they left their books, complaining they don’t have enough time to study, exclaiming the teacher isn’t fair, begins to say they just don’t understand or it’s too complicated, it’s time. It’s time to call for help. A simple call to hire a tutor now can make all the difference later. A tutor well versed in working with high school students understands these students are juggling a lot and they have ways to help the student stay focused, organized, well-prepared, and achieve their academic goals. Call or email us to day and we will help you find the right tutor for your student View Some Of Our High School Phonics Tutor Profiles Our Tutoring Service We offer our clients only the very best selection of tutors. When you request a tutor for a certain subject, you get what you ask for. Our tutors are expertly matched to your individual needs based on the criteria you provide to us. We will provide you with the degrees, credentials, and certifications that each selected tutor holds. Equally important is the peace of mind we offer you knowing that each of our tutors has been cleared by a nation-wide criminal background check, a sexual predator check, and social security verification. We want you to have the same confidence in our tutors as we do.

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Educations are coming to the conclusion that teaching is focusing more on subjects of math and reading then on cursive writing skills. Use of computer technology could be eliminating or de-empahsizing the need for kids to learn and use cursive writing skills. "Cursive writing is “not addressed as a skill anywhere in Kentucky's core content, and there are so many other things that are,” said Terry Price, director of elementary education for Bullitt County Public Schools. “Students need to be able to sign their name and be able to read it, but I think we'll get to a point in the future where it's not necessary at all.” (The Courier Journal, Dec 2, 2010). Currently about 90% of first, second, and third grade teachers teach handwriting skills in the classroom. This survey taken nationwide by Vanderbilt University professor Steve Graham, found that handwriting lessons average about 60 minutes a week and most teachers explain that they have received no real handwriting teaching training and rely on past education to teach students. “Handwriting was really in its heyday in the '30s, '40s and '50s, but our practices for writing have changed a great deal as word processing has become a more daily part of our lives,” Graham said. “It's hard to say really when those changes took place because there's not any study data to use to draw comparisons.” (The Courier Journal, Dec 2, 2010). Charleen McAuliffe, deputy superintendent of Oldham County Schools, explains that students at the middle and high school levels are expected to type their work and “On something handwritten, such as a test, teachers just want readable script; they don't really care if it's in manuscript or in cursive.” (The Courier Journal, Dec 2, 2010). “It's still an important part of written communication and expression because some people still use it, and when we look at historical documents, it's always a factor,” said Karen O'Connell, Archdiocese of Louisville curriculum coordinator. (The Courier Journal, Dec 2, 2010). Cursive writing may not be a essential to the learning process, but it may be a valuable skill that can be used not only in the education communication process but also in the real world and liesure. Cursive writing is a enjoyable skill that every child should have taught to them whether it be 1 hour or 3 hours a week.

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Communicating can be difficult for children with autism spectrum disorder, but a new study shows a link between social interaction and motor skills. Researchers believe that helping children with autism develop motor skill will also improve their social skills. Every child needs a friend, but as any parent of a child with autism knows, it’s sometimes hard for kids with special needs to connect with the others socially. A new study published online in the journal Research in Autism Spectrum Disorders adds to the growing evidence of the important link between autism and motor skill deficits. Researchers at Oregon State University and University of Michigan tested 233 children ages 14 to 49 months diagnosed with autism and found that children with better motor skills were more adept at socializing and communicating. Megan MacDonald, an assistant professor in the College of Public Health and Human Sciences at Oregon State University and lead author of the study says this new research shows how important it is to study motor skills and social skills together—because the two influence each other. “Even at this early age, we are already seeing motor skills mapping on to their social and communicative skills,” MacDonald says. “Motor skills are embedded in everything we do, and for too long they have been studied separately from social and communication skills in children with autism.” Developing motor skills is crucial for children and can also help develop better social skills. MacDonald said in one study, 12-year-olds with autism were performing physically at the same level as a 6-year-old. “So they do have some motor skills, and they kind of sneak through the system,” she said. “But we have to wonder about the social implications of a 12-year-old who is running like a much younger child. So that quality piece is missing, and the motor skill deficit gets bigger as they age.” In MacDonald’s study, children who tested higher for motor skills were also better at “daily living skills,” such as talking, playing, walking, and requesting things from their parents. MacDonald says this is a positive sign for parents and children. “We can teach motor skills and intervene at young ages,” MacDonald says. “Motor skills and autism have been separated for too long. This gives us another avenue to consider for early interventions.” MacDonald says some programs run by experts in adaptive physical education focus on both the motor skill development and communicative side. She said because autism spectrum disorder is a disability that impacts social skills so dramatically, the motor skill deficit tends to be pushed aside. “We don’t quite understand how this link works, but we know it’s there,” she said. “We know that those children can sit up, walk, play and run seem to also have better communication skills." Lead author Megan MacDonald is an assistant professor in the College of Public Health and Human Sciences at Oregon State University. She is an expert on the movement skills of children with autism spectrum disorder. This study was coauthored by Catherine Lord of Weill Cornell Medical College and Dale Ulrich of the University of Michigan. It was supported by the National Institutes of Health, the Simons Foundation, First Words and Blue Cross Blue Shield Foundation of Michigan. About the OSU College of Public Health and Human Sciences: The College creates connections in teaching, research and community outreach while advancing knowledge, policies and practices that improve population health in communities across Oregon and beyond.

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Job Duties and Responsibilities for Teaching Kindergarten Learn about the education and preparation necessary to teach kindergarten. Get a quick view of the requirements, as well as details about degree programs, job duties and licensure, to find out if becoming a kindergarten teacher is the career for you. Kindergarten teachers instruct students in basic subjects but are also required to nurture children and teach them valuable social skills. By using hands-on lessons and creative play, they lay the foundation for future learning. The typical requirement for this profession is a bachelor's degree in education and state teaching licensure. |Required Education||Bachelor's degree with student-teaching experience| |Other Requirements||State licensure or certification| |Projected Job Growth (2012-2022)*||12%| |Average Annual Salary (2013)*||$52,840| Source: *U.S. Bureau of Labor Statistics Job Duties for Teaching Kindergarten Kindergarten teachers are some of the most important teachers children will ever meet during their academic careers. These teachers build a firm foundation for future learning. Students' opinions and perceptions of school are shaped by what they experience during their first years of school. A kindergarten teacher must serve as educator, surrogate parent and psychologist in order to mold students who are well-adjusted and eager to learn. Kindergarten teachers teach their students basic academic skills, including letter recognition, phonics and phonemic awareness. In addition to these tasks, they help students learn to read and write. Kindergarten teachers instruct children on basic mathematical concepts. Pupils learn number recognition, simple addition and subtraction, basic fractions, measurement and problem solving. Students in kindergarten also learn social skills, science, arts and humanities, practical living and social studies. Many kindergarten teachers instruct the same class of students the entire day, but other kindergarten teachers instruct one kindergarten class in the morning and a different set of students in the afternoon. Kindergarten teachers are responsible for leading students through creative play and hands-on activities. They must plan lessons according to the state curriculum and assess students, tailoring their lessons according to the different abilities of children in the classroom. Kindergarten teachers grade papers and conduct parent-teacher conferences as well. They may also sponsor after-school clubs or sports teams. Kindergarten teachers typically must earn a bachelor's degree in elementary education and a state teaching certificate to work in public schools. Some teachers eventually earn a master's degree in education to achieve higher salaries and career advancement. All teachers are responsible for pursuing continuing education opportunities. They participate in workshops and seminars that help to strengthen their arsenal of teaching methods. Related to Teach Kindergarten - Recently Updated Learn about the education and preparation needed to become a kindergarten teacher. Get a quick view of the requirements as well... Kindergarten teachers introduce children aged 4-6 years to counting, reading sight words and interacting socially with peers.... Teachers of young children play a key role in shaping the development of their students. They are employed at the preschool,... Business degrees are popular options for students who are interested in climbing the corporate ladder. Entrepreneurship degrees... - Beyond Teaching: New Ways for Teachers to Get Paid - Teaching the Deaf an Issue in Many States Across the Nation - How Mobile Apps and Devices Impact Teaching and Learning: EduMOOC 2011 - Open Education Around the World: Study.com Speaks with the University of Southern Queensland - Manicure and Pedicure Technician Career Overview - Careers in Psychology Research: Options and Requirements - Career Info for a Degree in Teaching Adult Education - Think Teaching Is Easy? This Blog Proves You Wrong - Chef Rudi Eichler Talks About Baking and Teaching with Study.com - My So-Called Teaching Life: Study.com Speaks to an English Professor - Game-Changer for Researchers: Study.com Speaks with Mendeley's Jessica Mezei - Educating the Children of Fallen Warriors: Study.com Speaks to the Special Operations Warrior Foundation

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Two projects at the Center for Best Practices in Early Childhood have created the free online workshops described below. Funding for the workshops was provided by the U.S. Department of Education through the Steppingstones of Technology program. Interactive Technology Literacy Curriculum Online, or ITLC Online, contains six online workshops that focus on using technology to promote emergent literacy. Content for these workshops is based on the Center's Interactive Technology Literacy Curriculum. The workshops are intended for early childhood staff and families interested in learning how technology can be used to help young children develop early literacy skills. Adaptations to ensure all children's participation in literacy activities are addressed throughout the website. Technology activities, resources, and articles can be printed and used at school or home. - The Literacy Foundations workshop provides an overview of literacy development in young children including oral language, emergent reading development, and stages in early writing. - The Literacy Environments workshop has helpful guidelines for designing a literacy-rich environment with a reading, writing, art, and technology center are the focus of this workshop. Factors to consider for arranging and managing the center are addressed. - The Children's Software workshop contains techniques to evaluate software with special attention to levels of interactivity and modifications to meet individual needs are included in this workshop. An evaluation guide and recommendations for software are provided. - The Technology Integration workshop provides strategies and activities for integrating technology into the curriculum to promote emergent literacy. An integration plan format and sample curriculum activities are included. - The Authoring Software workshop focuses on software which gives children, educators, and families the ability to create books, customized activities and overlays. Application ideas and sample products are provided. - The Literacy Assessment workshop addresses the use of technology as a tool for documenting children's learning. Software, equipment, and activities for creating electronic portfolios and computer products are included. The Early Childhood Technology Integrated Educational System, or EC-TIIS, (pronounced eee-see-ties) provides nine online workshops, which focus on the use of technology as a tool to assist young children with disabilities in achieving developmental goals. The workshops are intended for early childhood staff, families, and preservice personnel interested in learning how technology can equalize opportunities for young children. Certificates of completion, Illinois CPDUs, and CEUs from Western Illinois University are available upon for the following workshops. - The Adaptations workshop provides information on a variety of adaptive input methods, portable communication devices, and customized activities for young children. - The Computer Environment workshop offers strategies for designing and adapting the physical environment, a checklist of considerations for setting up the computer center, and ideas for managing computer time. - The Curriculum Integration workshop offers ideas for integrating technology into the early childhood curriculum, including a format for activity planning and a variety of classroom examples. - The Emergent Literacy workshop contains information on curriculum applications, adaptations, assessment techniques, and family involvement procedures for using technology to support young children's emergent literacy development. - The Expressive Arts workshop offers techniques for incorporating technology into expressive arts for young children, including environmental design considerations, curriculum activities, and adaptations. - The Family Participation workshop discusses levels of participation, workshop strategies, and resources to assist families in using technology with their young children. - The Math, Science, and Social Studies workshop provides strategies for designing computer activities, off-computer materials, and adaptations to help young children meet math, science, and social studies early learning standards. - The Software workshop contains considerations for selecting developmentally appropriate software, including evaluation factors, software classifications, and suggestions for software to use with classroom themes and children's learning preferences. - The Technology Assessment workshop contains procedures for using a team process to assess a young child's technology needs and provides a case study. For further information about either the ITLC Online or EC-TIIS workshops, contact Linda Robinson, Project Director, at [email protected].

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The Yamaha Method Principles Fundamental to the Yamaha Method From "Yamaha Music Education System: celebrating 50 years of growth." American Music Teacher | August 1, 2005| Kathy Anzis Group Lessons: Teacher + Children + Parents "I believe that music should not be competitive, but should be a means of fostering friendships. Music provides a context in which goodwill may be exchanged..." Kawakami, Genichi. Reflections on Music Popularization. (Tokyo: Yamaha Music Foundation, 1987): 6 Lessons are taught to a group of students (typically 8 to 10 per class) and, in the case of the Junior Music Course, one parent attends with each child. This format motivates children and provides an opportunity to develop ensemble skills and cooperation within a supportive community of friends and parents. With their peers, children become part of a musical team making music together. With their teacher and parents, the group becomes a musical community. The group format, in conjunction with the musical content, brings joy and fun to the learning process. Students who attend class with their friends have extra-musical reasons to return every week. The camaraderie that grows contributes to tight, expressive ensemble performances at advanced levels and promotes long-term involvement in music. Parental attendance facilitates accelerated growth. The parent/child partnership is active, not passive. Each partnership develops into a mini-ensemble, where co-learning, co-practicing and co-discovering can be enjoyed in class and at home. The entire family hears music shared between two members and often is motivated to join in the fun. In fact, when younger siblings of students become students themselves, we often find their sense of pitch is more developed than that of other entering students. They have heard the language of music at home and already have begun to absorb it. Comprehensive Music Education The JMC curriculum is broad compared to typical private piano lessons. Children sing solfège, play the keyboard, sing songs with lyrics, move to music, play rhythm and keyboard ensembles and participate in "music appreciation" activities (initially a non-analytical experience). They develop diverse musical skills without prematurely focusing on one instrument or style. This approach allows students to choose their future musical path when they are more physically and mentally mature. Music is a Language The method assumes music is a language children can learn naturally in the same way they learn their spoken and written language: we hear, we imitate, we speak and we read. You will find a parallel sequence played out in JMC classes throughout the world-children hear a melody or harmony, sing it in solfège, play it on the keyboard and then learn to read it. The aural awareness of four- and five-year-olds is more developed than their manual dexterity and visual skills. Therefore, the Yamaha approach for this age group focuses on aural training versus emphasizing piano technique and reading. While early lessons cover the basics of keyboard technique, technical study is more actively undertaken in upper- level courses when students are developmentally ready. Likewise, the introduction of reading and theory takes place gradually in a timely and contextual manner. When students are intellectually ready, it is explained in academic terms what they have sensed and experienced musically at a young age. The Yamaha Method employs "Fixed-Do" solfège (without altered syllables) in both ear training and keyboard activities. Fixed-Do enables a child to connect a specific pitch and syllable, such as middle Do (middle C), with a specific key on the keyboard. Aural training using Fixed-Do helps children internalize pitch, resulting in a strong relative pitch sense and, in many cases, perfect pitch. Consequently, in JMC classes one will observe students singing solfège by ear and eventually playing keyboard by ear. Solfège is the core of the Yamaha Method; students absorb this musical vocabulary and use it in both beginning and advanced courses. Solfège becomes each student's first musical voice. In every class, teachers sing melodic patterns and chords that children imitate. Solfège sessions at the teacher's piano account for approximately 15 to 20 minutes of a 60minute class. Through singing solfège, students begin to acquire a sense of pitch, rhythm, meter, harmony, form, phrase structure, key, articulation, dynamics and mood. By the end of two years in JMC, students have built a substantial vocabulary of solfège, having sung 50 melodies and numerous chord progressions using the I, IV and V7 chords in the keys of C major, G major, F major, D minor and A minor. Aside from developing musicianship, these solfège experiences prepare children to play in these five keys. In fact, children experience singing in a key for approximately one semester prior to playing in that key.

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General Reading Comprehension Tips to improve your reading comprehension in general. Includes ideas on how to approach the assignment and how to read comfortably and without distraction. Very extensive list of links for reading tips. Detailed information about locating main ideas, reading graphs, reading in the sciences, and marking texts and making margin notes. Useful steps for reading different types of assignments. Descriptions of and instructions for a wide variety of graphic organizers to help reading comprehension. Includes comparison-contrast charts, question-answer relationships, selective underlining, and summarizing. This site is designed for teachers, but can easily be used by students. Very clear instructions and helpful graphics. Offers very detailed information on the purposes and advantages of reading comprehension strategies, and suggests specific ideas to improve comprehension. Very advanced descriptions and definitions, but interesting background on reading comprehension in general. Great background information on reading comprehension and different strategies. A list of useful links for understanding the reading process, identifying topics and main ideas, converting words into pictures, and many more. Detailed and helpful- lots of useful information and ideas! A simple overview of the contents and format of textbooks. Explains the purpose and uses for textbook components like the table of contents, glossary, chapter introductions, answer keys, and maps and diagrams. Great general information relevant for many different types of textbooks. A very extensive and useful list of ideas for reading and studying with textbooks. Gives background on the anatomy of a textbook and how to survey a textbook chapter, marking your text and taking notes, and how to read effectively at the university level and in the sciences. Each section includes easy steps for reading and studying strategies and very helpful tips. Detailed tips on increasing reading speed, reading difficult texts, and concentrating while reading textbooks. Also includes a link for reading strategies for different types of courses, like math, biology, psychology, etc. A very extensive site on vocabulary building. Includes a very informative introduction on the value and purpose of vocabulary and gives background and specific suggestions for many different strategies of vocabulary building. Covers etymology, using a dictionary, common word roots, context clues, and more. A very interesting site listing the most common errors In English. Includes pairs of words most often confused and vocabulary that is frequently misused.

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Born in 1925 in Hastings-on-Hudson, New York, William Daley, a self-proclaimed "mud man," was raised in a home that valued art and poetry.14 In the wake of Pearl Harbor he enlisted and served as an aerial gunner in the Army Air Corps. After the war he took advantage of the GI Bill and enrolled at the Massachusetts College of Art in Boston. A class with Charles Abbott, a ceramist from Maine, introduced Daley to the idea of making pots. Oval Chamber by Daley, 1986. Slab-constructed and oxidation-fired stoneware; height 40 ⅜, width 23 ⅜, depth 20 ½ inches. Smithsonian American Art Museum, Washington, D. C., gift of the James Renwick Alliance and museum purchase through the Smithsonian Institution Collections Acquisition Program. After graduating, he enrolled at Columbia Teachers College where he received a master's degree in art education. Daley joined the Philadelphia College of Art (PCA), now the University of the Arts, where he taught many now established ceramists. He retired in 1990 and today dedicates himself to a studio practice. Daley's work focuses on the vesica, a form that is an ovoid at its core. He describes the space that is created by the intersection of two circles as "an ancient icon which informs the mystery of two as a new one."15 Although these vessels are not functional in the strict sense, they are meant as spaces or containers for contemplation.16 His vesicas are steeped in ceramic antecedents but display a structural and spiritual vocabulary that is very much their own. ERA

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Early interventions are designed to help students before they begin to fail. Knowing which students are at risk for reading difficulty and what to do for those students are the first steps in providing effective early intervention. Find out how to use this knowledge to help address the reading problems of struggling readers. Sort by: Date Title While there is a great deal of information on reading and RTI, there is a dearth of research on math with RTI. Thus, the development and implementation of reading and RTI has blazed a path to RTMI (Response to Math Intervention). Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability. Because the cause of adolescents' difficulties in reading vary, interventions may focus on any of the critical elements of knowledge and skill required for the comprehension of complex texts, including fundamental skills such as phonemic awareness, phonemic decoding, text reading fluency, vocabulary-building strategies, and self-regulated use of reading comprehension strategies. Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources. While much has been learned about literacy in the elementary grades, less is known about programmatic approaches that help struggling adolescent readers acquire the skills they need to succeed in high school. The Enhanced Reading Opportunities Study tests the effectiveness of two supplemental literacy interventions targeted to ninth-grade readers with reading comprehension skills that are two to four years below grade level. The interventions studied are (1) Reading Apprenticeship for Academic Literacy from WestEd and (2) Xtreme Reading from the University of Kansas Center for Research on Learning. How do adolescents move from reading words to applying knowledge learned from a text? See the adolescent reading model and the Strategic Intervention Model (SIM) clearly illustrated. This article presents a round-up of intervention initiatives aimed at struggling adolescent readers. It provides a snapshot of program characteristics and research findings for Reciprocal Teaching, Apprenticeship in Reading, Read 180, Language!, SRA Corrective Reading, and Strategic Instruction Model (SIM). The push to ensure all students engage in challenging classes in high school has created new demands on high schools, including a demand to providing extra help for students who are behind in reading, mathematics, and advanced reasoning skills. This report looks at the nature of the extra help schools must provide and argues that the old model of offering only three types of extra help — functional skills for students deemed to have limited futures, remedial instruction in elementary skills; or tutoring for students struggling to pass a course or improve their test scores — must be abandoned and replaced by interventions that support and accelerate the development of intermediate and even more advanced skills. This article summarizes a study that evaluated the effectiveness of intensive instruction in the Word Identification Strategy, a learning strategy for decoding multi-syllabic words. Results indicate that intense strategy instruction within a relatively short time period can boost students' decoding skills by several grade levels.

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http://www.adlit.org/article/c124/

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An assistant principal, sometimes called a vice-principal or Deputy Principal, assists a principal in the general governance and leadership of a school. Experience as an assistant principal is often a prerequisite for advancement to a principalship. Assistant principals are often responsible for student discipline, classroom observations, teacher evaluation and supervision, facilitating parent meetings, maintaining schedules, and handling logistical matters. Additionally, assistant principals frequently serve as testing coordinators, training staff on procedures related to standardized assessment, as well as accounting for testing materials. In addition to these duties, assistant principals are instructional leaders. With the advent of site-based management, assistant principals are playing a greater role in ensuring the academic success of students by helping to develop new curricula, evaluating teachers, and dealing with school-community relations—responsibilities previously assumed solely by the principal. An assistant principal works directly under the principal and helps coordinate, direct and plan the academic or auxiliary activities of the school. The assistant principal manages the teachers, counselors, staff and students on a daily basis. Along with the principal, they review and approve or recommend modifications to new or existing programs and then submit their proposals to the school board. They prepare or oversee the maintenance of attendance records, personnel reports, planning and other activities. The assistant principal coordinates or directs the use of the high school facilities. An assistant principal meets with staff and parents to discuss policies, educational activities and a students learning or behavioral problems. He or she provides counsel and guidance to students regarding academic, personal, behavioral or vocational issues, along with enforcing attendance and discipline rules. The assistant principal organizes and directs committees of volunteers, specialists and staff to provide either advisory or technical assistance for programs and develops partnerships with communities or organizations to help meet educational needs providing school-to-work programs. An assistant principal must make decisions and solve problems by analyzing information and selecting the best solution, along with developing cooperative and constructive working relationships. They perform daily administrative tasks such as processing paperwork and preparing or maintaining information files, records and reports and also handle complaints, resolve conflicts or grievances and settles disputes. An assistant principal requires extensive knowledge, skills and experience to deal with the responsibilities of students and staff on a daily basis. Common work activities of vice principals include: - Working closely with the principal on a daily basis to ensure the smooth overall operation of the school. - Supporting committees of staff and parent that function to improve the learning and social environment of the school for the students. - Teaching classes, developing rapport with the students, handling discipline issues and filling in for the principal when required. - Resolving conflicts between students, teachers, parents or combinations of conflicts between various individuals. - Assisting in yearly teacher evaluations, assisting in providing guidance to staff and students, and encouraging a positive climate in the school. - Directing assemblies and other special gatherings of students for events throughout the year. - Developing emergency response plans for schools as required by state and federal education agencies. Filing reports and updating as required. - Record keeping as required through the use of various logs, tracking records, computer programs, inter or intranet software or other programs. Sample of Assistant Principal’s Resume for Job Your City, State, Zip Code Your Email Address I am writing in response to your advertisement for an Assistant Principal in the Chronicle. With my previous experience as an effective Assistant Principal, I feel that I am qualified for the position. I have earned a Bachelors of Arts degree in Elementary Education, teacher certifications, and skills training through development conferences in education. My current position as an Assistant Principal at __________________ School involves curriculum development, instructor assessment, and providing results for State regulations. The school has increased its student success rate by 3% since my hire in January 2003. I have planned, designed, and implemented various academic incentive programs for student enrichment. With these programs, students develop a sense of self-awareness by competing for academic incentives (books, audio books) for outstanding performance and attendance. Other programs have created a student-based academic schedule to ensure the best learning environment for elementary attendance. I feel that my ability to enrich the student body is evidence of my qualifications for this position. Your organization suggests an ideal candidate practice creative leadership; my leadership has improved instructors’ motivational input in student learning. It has also raised the student’s consciousness of academic success. I have enclosed my resume and three reference letters for further evidence of my qualifications for the Assistant Principal position. Please call 000-000-000 or 000-000-0000 if you may have questions regarding my willingness to perform as an effective Assistant Principal. Your name (Printed)

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http://schoolofeducators.com/2010/06/duties-of-schools-vice-principal/

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A very special feature of the French system is that it offers education to children as young as two years of age. The objectives of the pre-primary school program are for your child to acquire a rich oral language, to learn to socialize, to exercise their motor skills and to begin sensory, emotional, relational and intellectual development. To meet the diverse needs of young children, EFIB encourages learning through games, arts and crafts, and songs, all of which help to contribute to the development of their personality and cultural awakening. A solid academic foundation also begins in the pre-primary program with the introduction of early numeracy skills as well as phonics training and literacy. These early foundations are in both English and French. The teachers focus on making children comfortable with a new language and ensure that each one of them is given both, a schedule and the autonomy to live his own experiences and yet foster the acquisition of knowledge. The Pre-Primary structures its program in five main domains, each one of them being essential to the development of the child and to the foundation for their learning. Each one of these domains complements each other in the acquisition of language skills and anchors its use in authentic communication. - Language at the heart of all learning - Living together - Acting and expressing yourself through your body - Discovering the World - Sensibility, imagination and creation At EFIB, five teachers helped by five pre-primary assistants work actively towards creating a comfortable learning environment which fosters solidarity and ensures that all children are properly catered for. Beginning of the next school year, the classrooms will be structured as follows: - A TPS - PS class led by David in French and Anshu in English - A MS class under the responsibility of Vaidehi in French and Matilda in English - A GS class under the responsibility of Amrita in French and Matilda in English Twice a year, parents are invited to speak about their children's progress and receive the official grading booklets, which evaluate the acquisition of knowledge and competencies as described in the official programs of the French National Education.

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http://www.efib.in/en-learning/pre-primary.php

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JOIN Music Together®…….. Music is a universal language. It transcends boundaries and has the power to bond people the world around. It reaches beyond culture and language to touch the depths of our souls, express our common emotions, and inspire us all. Now serving 2,500 communities in over 40 countries, Music Together's internationally recognized early childhood music programs support this natural bonding experience. We connect families and communities across the globe as they express and explore the basic human instinct for making music. Are you ready to make some music A Music Together Class is: - A community of families sharing songs, instrument play, rhythm chants, and movement activities in a relaxed, playful, non-performance-oriented setting. learned through developmentally appropriate activities that support and respect the unique learning styles of very young children. - Infants, toddlers, and preschoolers participating at their own levels in family-style classes of mixed ages. and caregivers contributing to the enrichment of their child’s music environment, regardless of their own musical abilities. - A new song collection every semester for three years, featuring great arrangements of original and traditional songs in a wide variety of tonalities, meters, and cultural styles. 45 minutes of PURE FUN with your child every week! About Music Together At Music Together, we understand the importance of music in early childhood—from birth, in fact. Because the truth is, most people are born with enough music aptitude to play in a symphony orchestra when they are adults, if they choose. But first we must learn how to "speak music"—to take the musical instrument we all have, ourselves, developing that musical capacity from a very young age. The sounds we make, our movements, our rhythms—these are the building blocks of music and of early childhood learning. And that's what Music Together is all about. Music is more than instruments and voices. It's more than rhythm and movement. Music is a powerful force that can inspire, create community, and build family bonds. And it can be life-changing to develop our inner music-maker as early as possible. Internationally Recognized Music Program Music Together is an internationally recognized music program for children from birth through age 7—and the grownups who love them. Parents, primary caregivers, early childhood professionals—everyone is involved in the educational process. First offered to the public in 1987, we've always been pioneers in the field of early childhood music with truly innovative, high-quality music education and outreach programs that redefine what musical means. We're research-based, so we know our stuff and we're good at what we do. But we're also down to earth, accessible, and all about having a good time. It's a balance that makes us both serious and fun. What can we say? We're serious about having fun! At the core of the Music Together approach is the idea that young children learn best from the powerful role models of parents/caregivers who are actively making music. Our program brings families together by providing a rich musical environment in the classroom and then facilitating family participation in spontaneous musical activity at home in daily life—which is so important to music development and early childhood learning. It's based on the recognition that, in a supportive environment, children can learn to sing in tune, keep a beat, and confidently participate in the music of their culture. Music Together creates that environment! By emphasizing actual music-making experiences, we introduce children to the pleasures of producing music instead of passively consuming it from iTunes or TV. We're very high-touch. Face to face, heart to heart, voice to voice—for a truly bonding and enriching experience. Music Together is committed to helping families, caregivers, and early childhood professionals rediscover the pleasure and educational value of informal music experiences. All our teachers have successfully completed Music Together’s training program. Music Together applies the latest research in early childhood music development to the program. The years between birth and kindergarten are when most young children learn rapidly, efficiently and joyfully. These years are also crucial to music learning. This is why we encourage you to support your child’s music education by joining us for classes this Music Together for Valley Families began in 1999 and has been bringing The Joy of Family Music® to many communities throughout the Pioneer Valley in both parent-child classes and in school settings. We feel very grateful to be able to share a program designed to be both educational and tons of fun! GIVE THE GIFT OF MUSIC!!! Gift Certificates available in any amount. Learn more about Music Together by watching the videos below

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http://www.valleymusicgroup.com/

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By Laura Devaney, Managing Editor, @eSN_Laura The school library is changing. Instead of a stuffy and silent space filled with books, today’s school libraries are becoming collaboration centers, where teachers and librarians work together to help students develop technology skills and evaluate digital information. Over the past decade, studies have shown that students in schools with endorsed librarians earn higher scores on standardized reading tests, and those scores are higher regardless of students’ socioeconomic level and despite overall school staffing declines. A 2012 Institute of Museum and Library Services study that spanned 10 years analyzed library conditions and their impact on learning and literacy development in two Philadelphia neighborhoods. The researchers found that, when comparing a poor community with an affluent community, “children with early access to print and technology continue to build and gain knowledge. Children who don’t have early access enter school far behind and are taught the ‘basics.’” When computers are readily available to children, those children are able to use technology such as search engines comfortably as they compare information and engage in learning. Children without the same easy computer access are not able to judge the quality of information found online as adequately. According to the report, public libraries can serve as an extension of school libraries and can support early learning in important ways, including linking new digital technologies to learning and helping children develop “deeper learning” skills through literacy and STEM-based experiences. A successful working partnership between teachers and librarians is often touted as a sign of 21st-century education, but “evidence suggests that achieving successful collaborative relationships in the field is fraught with challenges,” according to a June 2013 study published in School Library Research, the research journal of the American Association of School Librarians. While such collaboration does exist and is successful, it is not as widespread as it could be, the report claims. One roadblock could be that, in some universities, preservice teachers are educated at the undergraduate level, while preservice librarians are educated at the graduate level. Sometimes, teachers resist or take offense to the idea that they “need help from a librarian,” and the education system’s focus on test scores makes it less likely that teachers “will engage in collaboration unless they foresee a tangible reward in the form of improved test scores,” survey participants said. “Now is a particularly crucial time for teachers and school librarians to be working together to educate students in the skills needed to be successful in the digital age,” according to the report. A move to digital collections As the idea of teacher-librarian collaboration is changing, so, too, is the concept of a library’s resources. Today’s students joke about older generations using printed encyclopedias for reference projects, as many schools have added digital collections to augment their offerings. But it’s not just reference materials that are going digital: Entire book collections are as well. Students and teachers in the Van Meter Community School in Iowa have used the eBook platform MackinVIA for more than a year, and have access to roughly 900 eBook titles in the collection. In addition to eBooks, MackinVIA includes online databases as part of a “one-stop” process and offers access to most titles simultaneously, so multiple students can use the same book at once. Using a “backpack” feature, students can select books they want to read and can store books and resources as part of school projects. “It’s so simple for the kids to use— even the kindergartners use it without a problem,” said Shannon Miller, the district teacher librarian and technology specialist. “It hooks them on reading—even things that they might not have read before or outside of the genre they typically pick,” Miller said. Van Meter has a one-to-one computing program in which students bring their own devices, and parents can help their children select books and perform research using their children’s devices and user accounts. Capstone Digital’s myON reader is a digital library platform that offers a “personalized literacy environment,” complete with more than 4,700 enhanced digital books for students from birth through 8th grade. For this complete story and more form Laura Devaney, please visit eSchool News here.

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http://susanhanson.com/2013/09/school-libraries-a-shift-to-digital/

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New research from The CIBC Centre for Human Capital and Productivity at The University of Western Ontario shows that education, and related education-based initiatives, can reduce crime rates, improve health, lower mortality rates, and increase political participation. The findings were released today in a new policy brief titled The Impacts of Education on Crime, Health and Mortality, and Civic Participation, which was authored by Western economics professor and CIBC Center Director Lance Lochner. The social benefits from crime and mortality reduction appear to be sizeable, says Lochner. For example, estimates suggest that increasing the high school graduation rate in the United States in 1990 would have resulted in nearly 100,000 fewer crimes, providing an annual benefit valued at more than $2 billion. Social benefits from reductions in mortality are likely to be of similar magnitude. Estimated benefits from crime reduction are similar in the United States and Europe while estimated effects of education on health, mortality, and political participation appear to be weaker in Europe. The strongest case for government action is based on educations effects on crime due to its significant externalities, adds Lochner. In terms of crime reduction, policies that increase high school completion rates or that improve school quality and early childhood learning opportunities, especially in disadvantaged communities, are likely to be more successful than policies aimed at increasing college and university attendance. Explore further: New study of freelance workers examines link between their well-being and hours worked

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http://phys.org/news/2011-12-lowers-crime.html

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Open House Resources ||This useful list of resources for educators will help make your next Open House Night a success. Being well prepared to meet students' parents for the first time can make a huge difference in how well the rest of the year goes. These printables will give you ideas on how to plan your event, introduce yourself to parents, and foster positive parent-teacher relationships. You'll also find helpful skill building tips to distribute to parents and great decorating ideas that showcase students' work. These resources will help you prepare for your next Parents' Night, Open School Night, or Back-to-School Open House. Advice & Ideas for Teachers - Getting Parents Involved Encourage parents to volunteer in the classroom year round as an important positive step in improving their child's education. New teachers, who are trying to build solid relationships with parents, will find this resource particularly valuable. Advice for Parents Preparing for the Open House Showcasing Student Achievement - Creative Writing Teacher Resources Build solid creative writing skills with our extensive collection of printables, graphic organizers, and lesson plans. You'll find poetry activities, short-story writing exercises, journal topics, and more! - Art Resources for Teachers Emphasize the importance of art education across the curriculum with TeacherVision's art lesson plans, printables, activities, quizzes, and references, for grades K-12. - New Teacher Resources Discover everything a beginning teacher will need for a successful school year, from tips for your first day, to classroom-management advice, to printables and lesson plans that will support your curriculum all year long.

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https://www.teachervision.com/open-house/resource/6522.html

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At the beginning of the year, kindergarten student Thalia expresses excitement about learning to read, but remains unclear about the specific skills needed to read. When asked what reading entails, she responds, "You look at the pictures, maybe you'll know what the words say." This video follows Thalia's progress over the year as she engages in a variety of reading and writing activities that develop her awareness of letters, sounds, and words -- the details of reading and writing. Her English-language teacher, Jim St. Clair, uses poems, songs, predictable books, reports on classroom activities, and student journals to build on her emergent literacy skills and to promote a love of reading and writing. Factors that contribute to Thalia's literacy development: - Language-based activities - Integration of language and literacy in daily routines - Instruction based on student interests and needs - Variety of texts appropriate to kindergarten - Flexible grouping - Parent involvement - Collaboration between teachers "[Thalia] has a very strong interest in learning to read. I think it's really a goal for her." Jim St. Clair, kindergarten teacher.

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http://www.learner.org/libraries/readingk2/thalia/summary.html

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The Great Leap Forward: The Political Economy of Education in Brazil, 1889-1930 Executive Summary — In 1890, with only 15 percent of the population literate, Brazil had the lowest literacy rate among the large economies in the Americas. Yet between 1890 and 1940, Brazil had the most rapid increase in literacy rates in the Americas, catching up with and even surpassing some of its more educated peers such as Mexico, Colombia, and Venezuela. This jump in literacy was simultaneously accompanied by a brisk increase in the number of teachers, number of public schools, and enrollment rates. Why were political elites in Brazil willing to finance this expansion of public education for all? André Martínez-Fritscher of Banco de México, Aldo Musacchio of HBS, and Martina Viarengo of the London School of Economics explain how state governments secured funds to pay for education and examine the incentives of politicians to spend on education. They conclude that the progress made in education during these decades had mixed results in the long run. Key concepts include: - Competition in national elections and a literacy requirement may have provided the right incentives for state political parties and state politicians to spend on education in a way that increased literacy rates in a significant way over the period studied. - Brazil started from an extremely low base and ended in what today would be considered a low level of literacy as well (around 40 percent of the population). - Between 1889 and 1930 there was significant progress in the provision of elementary education in Brazil. It was to a large extent a consequence of the fact that some states got more taxation powers and had the obligation to spend on public education. - Positive trade shocks can be converted into long-term development if there is electoral competition, and economic assets are not concentrated in a few hands. - Expenditures on education between 1889 and 1930 altered the development path of some states and changed their relative rankings compared to other states in a somewhat permanent way. Brazil at the turn of the twentieth century offers an interesting puzzle. Among the large economies in the Americas it had the lowest level of literacy in 1890, but by 1940 the country had surpassed most of its peers in terms of literacy and had done a significant improvement of its education system. All of this happened in spite of the fact that the Constitution of 1891 included a literacy requirement to vote and gave states the responsibility to spend on education. That is to say, Brazilian states had a significant improvement in education levels and a significant increase in expenditures on education per capita despite having institutions that limited political participation for the masses (Lindert, 2004; Engerman, Mariscal and Sokoloff, 2009) and having one of the worst colonial institutional legacies of the Americas (Acemoglu, Johnson, and Robison, 2001; Easterly and Levine, 2003; and Engerman and Sokoloff, 1997, 2002). This paper explains how state governments got the funds to pay for education and examines the incentives that politicians had to spend on education between 1889 and 1930. Our findings are threefold. First, we show that the Constitution of 1891, which decentralized education and allowed states to collect export taxes to finance expenditures, rendered states with higher windfall tax revenues from the export of commodities to spend more on education per capita. Second, we prove that colonial institutions constrained the financing of education, but that nonetheless the net effect of the increase in commodity exports always led to a net increase in education expenditures. Finally, we argue that political competition after 1891 led politicians to spend on education, Since only literate adults could vote, we show that increases in expenditures (and increases in revenues from export taxes) led to increases in the number of voters at the state level. 65 pages.

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http://hbswk.hbs.edu/item/6388.html

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Text Messaging and Literacy – The Evidence Routledge – 2014 – 128 pages "Well thought out and timely. This is the leading group in the world working on texting and literacy, and they have a strong track record of publications. It would also be the first book, as they say, to deal with the subject at an academic level. The focus on education is important, as this is where most of the anxieties lie. It will be a major step forward in creating a new climate." Professor David Crystal, author of The Cambridge Encyclopaedia of Language and The Cambridge Encyclopaedia of the English Language, Television consultant and presenter As children are given mobile phones at increasingly younger ages, there is considerable media coverage of claims that mobile phones, and text messaging in particular, are responsible for declining levels of literacy in children and young people. Such claims are often adopted wholesale by teachers and parents, despite the fact that there is an empirical literature which has failed to find a basis to these claims, and to the contrary has found that text messaging is supporting children’s literacy skills. Written by leading international researchers Text Messaging and Literacy presents an overview and discussion of the academic evidence for and against use of text messaging and mobile phones in supporting literate activity and discusses what conclusions we can and should draw about the impact of mobile phones, and their potential role in education. Areas covered include: In challenging existing assumptions the authors present the cutting edge of international research, highlighting their own studies involving children of all ages, adolescents and adults. This ground breaking book is essential reading for both researchers and students in education, educational psychology, literacy and new media and it’s impact on learning. "I was impressed by the way the authors evaluated and discussed research methods throughout, but in particular they devote a chapter to methodological issues. This chapter reviews the strengths and weaknesses of the different techniques used to elicit, collect and interpret textisms. The authors cover self-report, observational and experimental methods and ways to analyse include counting, categorising and thematic analysis. The chapter will be of great use to researchers wanting to interpret work already conducted and to help them plan future studies in a way that allows them to draw the most meaningful interpretations from their data." - Jacqui Taylor, Bournemouth University, UK 1. Mobile Phone Use and the Rise of Texting; 2. The Media Furore; 3. The Links between Children’s Spelling, Reading and Texting; 4. Does Mobile Phone Use Facilitate Literacy Development?; 5. Texting and Literacy Skills in Adolescents and Young Adults; 6. Understanding Children’s Mobile Phone Behaviours in Relation to Written Language Abilities; 7. Texting and Grammar; 8. Methodology Matters; 9. Lessons Learned and the Future of Texting Clare Wood is Professor of Psychology in Education at Coventry University, UK. She is Editor-in-Chief of the Journal of Research in Reading and is the Director of the Centre for Applied Research in Psychology. Nenagh Kempis Senior Lecturer in the School of Psychology, University of Tasmania (UTAS), Australia, and is also Associate Editor for the Journal of Research in Reading. Beverly Plester is an Honorary Research Fellow in the Department of Psychology and Behavioural Sciences, Coventry University, UK.

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http://www.psypress.com/books/details/9780415687164/

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University of Montana-Missoula, The Kathleen Harper has held a part-time faculty position in the University of Montana Geosciences Department since 2008. She received her PhD from the University of Wyoming in 1997, where her research involved characterization of the timing and intensity of metamorphism along the 1.78 Ga Cheyenne Belt collision in Southeastern Wyoming. She then spent several years teaching introductory courses in physics, astronomy, as well as courses in physical science topics for elementary education majors at the University of Wyoming. Following this, she became the Assistant Director of Wyoming NASA Space Grant for several years, supporting science education through research fellowships and development of student and faculty interaction with NASA scientists. At the University of Montana, Kathleen teaches introductory geology and designs curriculum for the introductory geology lab. She has been working to reform the teaching approach to support student learning, to promote student understanding of the process of geoscience (and science in general); to increase student engagement in the large-enrollment lecture course; and to design lab activities that help students explore regional geoscience issues. Website Content Contributions Helping Students Discover Total Internal Reflection part of comPADRE Pedagogic Library:Interactive Lectures:Examples Students learn the basic relationship of Snell's Law, practice applying it to a situation, then are given another situation where it "doesn't work."??? This situation turns out to be one in ... Experiment Problem in Kinematics: How Much Does it Take to Win the Race? part of comPADRE Pedagogic Library:Teaching with Interactive Demonstrations:Examples In this activity, students are presented with two objects that have different constant speeds and that will race each other. The students must determine which object will win the race, as well as either how much time elapses between the objects crossing the finish line. Transport of heavy metals in the Clark Fork River part of Integrate:Workshops:Teaching the Methods of Geoscience:Activities This is an activity about transport of sediment contaminated by copper, arsenic, and other heavy metals that was deposited into the Clark Fork River channel as the result of historical mining activity. The Clark Fork River between Butte and Milltown, Montana has been the focus of several large superfund projects designed to address the impacts of this legacy of mining in the watershed. This activity is used in an introductory physical geology lab (primarily non-majors) with students who may have limited experience working with quantitative analysis and analyzing graphs. Introduction to Physical Geology part of Process of Science:Courses This course is an introduction to geoscience; the study of how the Earth works. Humans around the world are impacted every day by geologic phenomena, such as earthquakes, volcanic eruptions, and also by access to natural resources such as oil, metals, and water. I hope that students will develop a new appreciation of the natural world, an understanding of the physical processes that have gone into making the Earth as we know it, and an awareness of how Montana fits into the global picture. We will also delve into the nature of science: what is science?; what is the process of science involve?; what defines "good" science? This knowledge will help students make informed decisions about issues that affect humankind. Geoscience methods applied to real-world problems part of Integrate:Workshops:Teaching the Methods of Geoscience:Essays Geoscience methods applied to real-world problems Kathleen Harper, Geosciences, The University of Montana, Missoula Many students come into my Physical Geology course with the impression that they are going to be ...

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Computer Classroom at Home: Maths 5 - 6 This title introduces children to Maths concepts, including data and graphs, fractions, angles and problem solving. It includes a full instruction manual. This Australian program will help children practise and improve key learning skills that will assist their understanding of Maths taught in the primary classroom. Features interactive lessons with colourful characters who introduce topics and act as study partners when children need assistance.* Developed from the Primary School Curriculum* Monitors child's progress* Ability to print lesson content This third edition of the perennial bestseller defines the recent changes in how the discipline is taught and introduces a new perspective on the discipline. New material in this third edition includes: A modernized section on trigonometry An introduction to mathematical modeling Instruction in use of the graphing calculator 2,000 solved problems 3,000 supplementary practice problems and more How to Solve It: A New Aspect of Mathematical Method A perennial bestseller by eminent mathematician G. Polya, How to Solve It will show anyone in any field how to think straight. In lucid and appealing prose, Polya reveals how the mathematical method of demonstrating a proof or finding an unknown can be of help in attacking any problem that can be "reasoned" out--from building a bridge to winning a game of anagrams. The very ancient Indian Mathematics Tricks. Vedic is the Holy Book of Hindu. Just one example: Suppose you want the square of 35 (any two digit square ending with 5) Multiply 3 (1st dig) x 4 (1st dig +1) = 12 write then 5 x 5=25 write one after another So, The answer is 1225. Specifically for children in first grade, this essential workbook teaches children basic math concepts and skills and then offers a variety of activities for skill-and-drill practice. Featuring 48 pages of challenging lesson content with real-life applications, easy-to-understand directions and a complete answer key.

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Health Care software can be open source and freeware, and it is useful to keep medical records, disease databases and more. It can also be used to design health related websites such as that of Lilly ICOS, which is where people . Software refers to several computer programs and information designed to give a computer directions so that it can perform one or more tasks. Computer software is different from hardware in that the latter is composed of actual physical objects (monitor, keyboard, mouse) while the former is impalpable. Examples of software are application software, shareware, middleware, programming languages, operating systems, testware, firmware, shrinkware, device drivers and programming tools. Software download allows users to obtain this technology, either paying for it, or as a free trial. Shareware, for instance, is provided on a trial basis, meaning that customers may try it for free. If, at the end of the trial, they are convinced of its qualities, they may pay for it and own it permanently. Shareware should not be confused with freeware, which is fully available for use without payment, even though the proprietor may ask for an optional fee, or donation. The vocable freeware was invented by Andrew Fluegelman when he was trying to find a way to commercialize a communication program, while at the same time circumventing the traditional methods of distribution. What Fluegelman ultimately came up with was the aforementioned shareware business model, but the word freeware stuck, even though it does not necessarily mean what he first envisioned. Freeware is licensed without cost and is either completely functional for an unlimited period; or has only basic functions enabled with a fully functional version available commercially or in the form of shareware. The freeware author may reserve several rights, as well as impose a few restrictions on the user. Antivirus software may or may not be freeware, depending on the developer. An antivirus is used to prevent, detect, and remove malware, including computer viruses, computer worm, trojan horses, spyware and adware. Antiviruses mainly use three methods of identification, signature-based detection, Heuristic-based detection and file emulation. There is also video software available, which manages the post-production video editing of digital video sequences on a computer non-linear editing systems (any system that performs random access editing on source material). It has taken the place of flatbed celluloid film editing tools and analogue video tape-to-tape online editing devices. Music software, on the other hand, deals with a great variety of functions, ranging from musical composition, audio recording and editing, music synthesis, music playing, music education tools, and more. In general, this technology can be applied to several different fields, such as business, computer-aided design, databases, decision making, education, image editing, industrial automation, mathematics, medicine, molecular modeling, quantum chemistry, telecommunications, video games and word processing. Even creating davebollinger.com required using some of this technology, and by browsing through the website, you will be able to learn more about it and about its many applications.

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Alcock, Katie J. (2005) Literacy in Kiswahili. In: Handbook of Orthography and literacy. Lawrence Earlbaum Associates, Mahwah, New Jersey, pp. 405-420.Full text not available from this repository. Kiswahili is a little-studied but widely spoken language with its origins in East Africa. This chapter introduces the topic of literacy in Kiswahili by summarising some information about the language and its history. Following this, work on the development of reading and spelling in Kiswahili is reviewed. Learning to read Kiswahili is generally a rapid, all-or-nothing process. However, spelling development is not so straightforward, even in this regularly spelled language, because a variety of factors other than the phoneme–grapheme relationship contribute to spelling. This chapter concludes with an illustration of how the study of this language can illuminate our knowledge of literacy development in languages other than English. |Item Type:||Contribution in Book/Report/Proceedings| |Subjects:||B Philosophy. Psychology. Religion > BF Psychology| |Departments:||Faculty of Science and Technology > Psychology| |Deposited By:||Dr Katherine Alcock| |Deposited On:||18 Jul 2008 13:22| |Last Modified:||07 Jan 2015 19:52| Actions (login required)

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“Music education helps kids learn other challenging subjects, like math.” Music education gives children sharper skills and increased confidence that help them to master other difficult subjects. Particularly math. But don't just take our word for it! Leading academic experts have researched this phenomenon over the years, and here we've compiled some of their findings for you. Dr. Frances Rauscher of the University of Wisconsin demonstrated remarkable increases in spatial-temporal IQs of young children exposed to music training. Using a standard IQ test, [the study] found that spatial-temporal IQs of children who received music training were 35 percent (35%) higher than those of children who did not receive training. Eight months after instruction began, the music students’ scores improved by 46 percent (46%) while the scores of children who received no training improved by only 6 percent. These findings were consistent across demographic and socio-economic categories. In a pilot program, Wisconsin’s School District of Kettle Moraine conducted a similar™ study using kindergarten students rather than preschoolers and group piano keyboard instruction rather than private lessons. By December the piano students scored 33 to 35 percent higher than those who had received no formal music instruction, and by the end of the school year, the difference was an astonishing 46 percent (46%) The Neurological Report Magazine [March, 1999] published the results of a study by Professor Gordon Shaw of the University of California, Irvine. This project involved second graders from one of the poorest-performing schools in Los Angeles. Students received piano lessons along with a special computer program. After four months, they were tested for their ability to analyze ratios and fractions. Students scored twenty-seven percent (27%) higher than their counterparts from another school district that did not receive piano instruction. According to The College Board (Profiles of SAT and Achievement Test takers), there is a direct correlation between improved SAT scores and the length of time spent studying music. Those children who studied music for four or more years scored 60 points higher on verbal and 41 points higher on math portions of the SAT (for a combined total of 101 points) than students with no coursework or experience in music. According to a nationwide survey conducted by the Gallup Organization, more than nine in ten Americans believe music education should be a part of every student’s day. In fact more than three-quarters of the people questioned feel that states should mandate it. “American Attitudes Toward Music”, conducted for NAMM – International Music Products Association, also found that active music making takes place in half the homes in America. Music participation and support for school music education are both significantly stronger than in an identical poll conducted in 1997. Another significant finding is the sharp increase in the number of people who believe music education helps students succeed in other academic areas. “The results of this national survey leave no doubt that Americans feel strongly about music,” says NAMM President and CEO Larry Linkin. “It is especially dramatic to see the growing clamor for music education in our schools.” Among more than 1,500 people surveyed, 95 percent stated that they feel music is part of a well-rounded education (up from 90% in 1997), 93 percent feel schools should offer musical instruction as apart of the regular curriculum (up from 88 percent), and 78 percent (up from 70%) feel states should mandate music education for all students. Eighty-one percent of respondents said they feel participating in school music corresponds with better grades and test scores, up sharply from 69 percent in 1997. Seventy-five percent said they believe learning a musical instrument helps students do better in other subjects such as math and science, and 73 percent said they believe teens who play an instrument are less likely to have discipline problems. The survey found that 50 percent of households have one person age five or older who currently plays a musical instrument, up from 38 percent in 1997. Forty percent of households have two or more persons who play a musical instrument, up from 34 percent in 1997. In all, 53 percent of households own a musical instrument, up from 43 percent.

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President’s Day is celebrated on the third Monday each February, and most young children only know it as a day off of school. Although this holiday was originally created to honor George Washington’s birthday, it has evolved in many states to include Abraham Lincoln, and in some states the holiday honors Thomas Jefferson, our third President. This holiday is a perfect opportunity to teach your children about all of the Presidents of the United States, and have some fun […] When you have a baby or toddler, it can be nerve-wracking to know at what point in their development they reach certain milestones; crawling, walking, grasping items, etc. Tactile and motor skill development begins at birth and develops naturally, but parents can help encourage development in a couple of different ways. 1. Give your child wiggle room. Within a few weeks of birth, children can hold their heads up on their own, and by two months they can sit while […] It is a new year, and it is a perfect opportunity to teach your child to create goals. It can show them independence and also create more family time if you create resolutions together. Here are some tips for helping your child with New Year’s resolutions. 1. Talk about it as a family. Take turns discussing where everyone would like to see improvement in themselves. Do not use it as an opportunity to tell your child where you would like […]

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Basic Skills Still a Problem for Many Adults Date: 24 March 2011 Reference: PAC 09/10/11 One in four adults here has significant problems with reading and maths, and current programmes do not fully their meet needs. That stark message comes as the Northern Ireland Assembly Public Accounts Committee publishes its report on adult literacy and numeracy. Speaking at the launch of the report, Committee Chair Paul Maskey MLA said: “Literacy and numeracy is a major problem in our society; it has no boundaries and no easy solution. T ackling this problem is not simply about improving education—there are much wider social and other issues involved which impact on the local economic, health and justice systems. Therefore, the introduction of a joined-up, cross-departmental approach which seeks to prevent, as well as correct, these shortcomings is essential. “Raising the level of literacy and numeracy skills within such a substantial proportion of the adult population here represents an enormous challenge. The Committee recognises that the problem is not of the Department for Employment and Learning’s (DEL) making; rather, it is a legacy of the schools system over successive generations. Nevertheless, the Department has a primary responsibility to address that problem.” Over the nine years to 2010-11, DEL spent some £70 million on ‘Essential Skills’, its adult literacy and numeracy education programme. By July 2010, just over 83,000 people had enrolled on courses, of whom some 51,000 had gained an Essential Skills qualification. More recently, greater numbers of people have been enrolling on the programme, however, those with the lowest skill levels are yet to be brought into the system. At the current rate of progress, it could take the Department decades to overcome Northern Ireland’s literacy and numeracy skills deficit. To address key issues highlighted in the Report, the Committee has recommended that the Department closely monitors the ‘Essential Skills’ programme. This will ensure that the appropriate action is taken to improve the quality of tuition, better manage student attendance and more effectively integrate ‘Essential Skills’ training within vocational courses. Chairperson Paul Maskey concluded: “There is a clear need for major cultural change locally, so that education becomes much more highly valued throughout the population. “DEL currently funds some 20,000 people each year to participate in Essential Skills training. However, given the huge number of the working age population with poor literacy and numeracy skills, this level of provision appears inadequate. The Committee acknowledges that, in a time of economic cutbacks, sufficiently resourcing the ‘Essential Skills’ programme is in itself a challenge. Nevertheless, it is one to which the Department will have to rise if it is to make a greater impact on the basic skills deficit than has been evident to date.”

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If you’re prone to drumming on your steering wheel, desk or whatever is in reach when listening to your jam, this device could up your percussive game. To make a musical instrument out of the mundane, users attach the circular sensor at the end of the stethoscope-like device to the surface of any everyday object and it becomes imbued the power of music. Then, users plug Mogees into a mobile device's headphone jack and connect their headphones to the gadget to listen to the music they create. See also: Beep Speaker Is the Chromecast of Music Mogees works by employing a small, specialized sensor called a "piezo-transducer" that converts a vibration produced by tapping any physical object into an electric signal. That signal is then sent to a mobile device running the Mogees app (available for both iOS and Android) which turns the signal into music. Users can select different options that will determine how a particular object sounds once the vibrations are converted. They can also switch between free mode — where the user can change scales and keys and improvise pieces of music — and song mode, which lets the user tap along with their favorite songs. Bruno Zamborlin, a musician who performs with British experimental dance group Plaid, designed and created Mogees to provide a fun, plug-and-play experience, but also as a tool for music education. "I have done several workshops in primary schools in the UK, using Mogees to teach key aspects of sound and music in the national curriculum, and the results have been terrific," Zamborlin told Mashable. "Kids really learned concepts about vibrations and acoustic properties of materials in a brand new, interactive and natural way. Mogees is not just an instrument for musicians — it's a tool for music discovery that everyone should have fun in using." Zamborlin started Mogees’ Kickstarter campaign on Feb. 17, and has raised almost $20,000 of its $83,000 goal with 22 days left. Have something to add to this story? Share it in the comments.

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Literacy for Young Children: A Guide for Early Childhood Educators Use research-based strategies to build early literacy skills. Early childhood educators recognize that young children are more likely to succeed in later grades if they have a variety of engaging preschool experiences. Literacy for Young Children brings together reading research and learning standards to help teachers become informed decision makers about meeting the literacy needs of young students from diverse backgrounds. Based on the authors' work in Early Reading First classrooms, this resource includes evidence-based, easy-to-implement activities to develop oral language, phonological awareness, print awareness, emergent writing, and early comprehension skills. Chapters provide an overview of each skill, methods for assessment, and appropriate instructional strategies. The book showcases examples of PreK and kindergarten children from different cultural and linguistic backgrounds to demonstrate how teachers can support individual learners. Readers will be able to: "This book merges the five big ideas in reading with developmentally appropriate practice to create a practical guide that will enhance literacy development in any type of preschool setting. The references, resources, and examples will help teachers bring these ideas to life in their classrooms." --Addie Gaines, Principal, Kirbyville Elementary School, MO

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Subjectshowing only Education Show all Subject Special Interest: Process of Science Results 1 - 3 of 3 matches Earth Stories: Earth Science for Elementary Education Majors This course is designed to help Elementary Education majors learn basic geological concepts. This is done in the context of the nature of science and basic scientific thinking skills. Science Education and Philosophy of Science The course surveys issues in philosophy of science that are central to science education through an exploration of the works of twentieth century philosophers of science who were most influential in shaping ... Question of the Day: Making a Scientific Argument A scientific argument must persuade the reader that the data you present, and your arguments are strong enough, to support your theory, model, or proposed action. The effective writer will make it easy for the ...

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Although it lasted only twenty-three years (1933-1956) and enrolled fewer than 1,200 students, Black Mountain College was one of the most fabled experimental institutions in art education and practice. It launched a remarkable number of the artists who spearheaded the avant-garde in the America of the 1960s. It boasted an extraordinary curriculum in the visual, literary, and performing arts as evidenced by some of the artists and teachers listed here: Its art teachers included Anni & Josef Albers, Eric Bentley, Ilya Bolotowsky, Willem & Elaine de Kooning, Buckminster Fuller, Lyonel Feininger, Franz Kline, Walter Gropius and Robert Motherwell. Among their students were John Chamberlain, Kenneth Noland, Robert Rauschenberg, Dorothea Rockburne, and Cy Twombly. The performing arts teachers included John Cage, Merce Cunningham, Lou Harrison, Roger Sessions, David Tudor, and Stefan Wolpe. Among the literature teachers and students were Robert Creeley, Fielding Dawson, Ed Dorn, Robert Duncan, Paul Goodman, Francine du Plessix Gray, Charles Olson, M. C. Richards, Ruth Asawa, Arthur Penn, Kenneth Snelson, Stan Vanderbeek, José Yglesias, and John Wieners. Guest lecturers included Albert Einstein, Clement Greenberg, and William Carlos Williams. It was a unique educational experiment for the artists and writers who conducted it. Not a haphazardly conceived venture, Black Mountain College was a consciously directed liberal arts school that grew out of the progressive education movement. In 1950, Olson published his seminal essay, Projective Verse. In this, he called for a poetry of "open field" composition to replace traditional closed poetic forms with an improvised form that should reflect exactly the content of the poem. This form was to be based on the line, and each line was to be a unit of breath and of utterance. The content was to consist of "one perception immediately and directly (leading) to a further perception". This essay was to become a kind of de facto manifesto for the Black Mountain poets. One of the effects of narrowing the unit of structure in the poem down to what could fit within an utterance was that the Black Mountain poets developed a distinctive style of poetic diction (e.g. "yr" for "your"). In addition to Olson, the poets most closely associated with Black Mountain include Larry Eigner, Robert Duncan, Ed Dorn, Paul Blackburn, Hilda Morley, John Wieners, Joel Oppenheimer, Denise Levertov, Jonathan Williams and Robert Creeley. Creeley worked as a teacher and editor of the Black Mountain Review for two years, moving to San Francisco in 1957. There, he acted as a link between the Black Mountain poets and the Beats, many of whom he had published in the review. Also, the appearance in 1960 of Donald Allen's anthology The New American Poetry 1945-1960 (which divides the poets included in its pages into various schools) was crucial: it established a legacy and promoted the influence of the Black Mountain poets worldwide. Apart from their strong interconnections with the Beats, the Black Mountain poets influenced the course of later American poetry via their importance for the poets later identified with the Language School. They were also important for the development of innovative British poetry since the 1960s, as evidenced by such poets as Tom Raworth and J. H. Prynne. Modern projectivist poets include Charles Potts. The recent pamphlets and collections of Mario Petrucci (a rare example of a British poet extending Projectivist and Objectivist factors convincingly into his work) demonstrate a significant and distinctive way forward for English language poetry in this vein.

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Reflecting on Your Viewing Experience Review your notes on Thalia's progress throughout the year. Consider the following questions for discussion: - In what ways does Thalia develop as a reader and a writer over the year? What would you tell Thalia's first-grade teacher about her abilities at the end of kindergarten? - What classroom practices and home experiences contributed to her progress in literacy? What goals does Mr. St. Clair set for Thalia during the year? How does he support Thalia in her reading and writing? How did his instruction influence her ability to focus on "the details"? - What other classroom practices would you plan for her? What questions do you still have about Thalia's knowledge and use of reading and writing? - How does the instruction Thalia receives in Spanish support her language and literacy development in English, and vice versa? - How has this video influenced your teaching practices? What segments affirmed what you already knew and had been doing? What will you do differently as a result of watching this video?

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Early Childhood Education The Early Childhood Education program prepares students educationally to immediately become assistant teachers, teachers, or site directors in early childhood settings such as early learning (child care) centers and preschool programs (Professional Track). It also prepares students to transfer to bachelor degree programs in early childhood education, child development, or elementary education (Transfer Track). The curriculum balances general education courses with courses specifically designed to develop an understanding of the learning needs of young children. Many opportunities for “hands-on” experiences with children give students a firm foundation for immediately entering the workforce or continuing their formal education. After completing the Associate in Science of Early Childhood Education degree at Lackawanna College, students will be able to: - Explain the history, foundational theory, governance, and persistent issues in education, as well as the responsibilities and behaviors of a well-organized and responsible educator - Define, analyze, differentiate, and create effective assessments that align with objectives appropriate for children from Birth to Grade Four, considering student strengths and weaknesses - Self-assess and reflect on teaching effectiveness in light of student’s learning styles, development, and ability levels and use that reflection to contribute to current debates in early learning curricular and assessment reform - Identify and apply knowledge of all developmental domains as well as the implications of that development for effective teaching and learning - Demonstrate application of models, theories, and laws of inclusive education in curriculum and lesson planning and identify and demonstrate application of assistive technology and other strategies to implement IFSP goals - Explain and demonstrate how educational theory informs best practice through the creation and application of developmentally appropriate, standards-based learning environments and materials - Differentiate, discuss, and create classroom management plans with consideration of teacher behavior in time management and organization in space, methods, and materials adaptations; and expectations for student behavior with age-appropriate, educationally-focused accountability - Describe and evaluate the process and progress of children’s literacy acquisition, including the role of literature in cross-curricular activities - Establish and implement respectful, collaborative relationships among family, school, peers, community, and media, while identifying laws that govern the release if student information - Carry out play-based lessons and assessments - Demonstrate knowledge, skills, ethics, and experience sufficient to be “work ready” as well as “transfer ready” - Participate in level I and II field observation to analyze and apply program level objectives

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The next chapter for Head Start Head Start, the federal program that promotes school readiness for children birth to age 5 from low-income families, came about when President Lyndon B. Johnson in 1964 declared The War on Poverty. Part of that war included looking at the creation of a comprehensive child development program to help meet the needs of disadvantaged preschool-aged children. Part of Head Start’s mission was to help break the poverty cycle, ensuring children from low-income families had the structures in place – be it educational, nutritional or social – to be on the same plane as their more affluent counterparts when the school bell rang for kindergarten. An integral part of its founding mission also was to ensure parent involvement from the communities Head Start would serve. In North Carolina, then-Gov. Terry Sanford’s North Carolina Fund created Operation Breakthrough’s Head Start Program as its flagship agency in response to President Johnson’s War on Poverty. The organization has weathered its share of issues over the years, most recently coming under investigation by the state Office of Economic Opportunity. Under new leadership, it has righted its course. As its 50th birthday approaches, the organization – and Durham – has much to celebrate. For the first time in its history, all five Operation Breakthrough Head Start child-care centers received five-star ratings. The centers are working hard to make sure their charges are kindergarten-ready, which means knowing their alphabet, numbers and colors. But they also are working to ensure that parent involvement, an essential ingredient to student success, is cultivated early. As reported by The Herald-Sun’s Greg Childress Monday, while it is common for the women in the lives of the children enrolled at Head Start to volunteer at the centers and become actively involved, it’s far less common for the men. To the agency’s credit, it is trying to find ways to encourage men -- whether they are fathers, grandfathers, uncles or big brothers – to become more active participants in the lives and education of the children in the program. The importance of this outreach should be underscored. Studies show that children who have caring and involved fathers have stronger educational outcomes, better verbal skills and are more equipped at handling the stress and frustration associated with schooling. There are certainly other factors that can come into play, but having as much support as possible around a child as he or she embarks on elementary education can’t help but improve the odds. Focusing on this part of its mission is an excellent way for Operation Breakthrough’s Head Start program to begin its next chapter.

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http://www.heraldsun.com/opinion/editorials/x112096779/The-next-chapter-for-Head-Start

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Family Reading Time La hora de lectura en familia These videos are also available on our YouTube channel. Research shows that having conversations with children during book reading can significantly improve their understanding of the book and build their early literacy skills. For children from multilingual households, spending time reading every day in both English and their first language can support their language and literacy development, as well as help maintain first language proficiency. The Family Reading Time / La hora de lectura en familia video series was developed with support from the Windham Area Women and Girls Fund to provide multilingual families with tips for reading with young children. The videos feature women and girls reading to children in English and Spanish using a variety of dialogic reading methods. About the Project Family Reading Time was developed under the Dialogic Reading for Multilingual Families project. The project provided training to multilingual families, including high school students, on the importance of continuing to read to children in their first language. Trainings also included information on dialogic reading strategies for fostering oral language during book reading. Interested families volunteered to be videotaped reading to their children. Credits for Family Reading Time/La hora de lectura en familia Producer: Julia DeLapp Director and editor: Denise Matthews Production coordinator and editing consultant: Ken Measimer Content expert: Ann Anderberg Videographers: Ken Measimer, Sean Leser (Eastern student), Amy Dillon (Eastern student) Narrators: Luz Ramos, Denise Matthews, Anny Ovalle (Eastern student) Translation: Maria Jose Pastor, Maria Martinez (Eastern student) Photography: William Black The Center for Early Childhood Education thanks the Windham Area Women and Girls Fund of the Community Foundation of Eastern Connecticut for supporting this project. Other video resources

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Through an integrated approach, literacy solutions Reading Wonders, WonderWorks, and Maravillas build all learners – both striving and struggling, as well as both English and Spanish – speaking – into stronger readers and writers. Foundational Skills Kits Build Proficient Readers Explicit instruction of phonological awareness, phonemic awareness, phonics, fluency, and word recognition to close identified gaps Ample practice for achieving accuracy and fluency Assessment to monitor progress and mastery Close gaps quickly, allowing students to accelerate and succeed! Access Complex Text Scaffold and Stretch Students to ACT Keys to Scaffolding Scaffolding for the Wonders Reading/Writing Workshop Scaffolding for the Wonders Approaching Leveled Reader

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John Stuart Mill would have been outraged that, in the second decade of the 21st century, women are still under-valued, exploited and under-represented, for it was he, speaking in the House of Commons in May 1867, who advocated votes for women. Yet, here we are 150 years later, still trying to have equality in our society. Yes, we have women’s suffrage, but at the present rate of change, we will not have a gender balanced Parliament until 2050. Rwanda has it now. Women are invisible to the majority of those in power. Yet it is visibility that will change the way women are perceived. This lack of female role models affects younger generations too. Just look at our media. Look at how women are portrayed in mass circulation papers and television programmes. All of this has an influence on the attitudes of some men – and boys too. If women are not seen as decision makers, not as spokespeople for a community, nor as having economic or political clout, then is it any wonder that some boys and men feel they can treat girls and women the way that, what appears to be a significant minority, do? Business may be hard, competitive and there may indeed be failures, but the government aim of 25% of boardroom members being women is not going to be achieved by 2015. Nor will the number of executive directors who are women be increased without changing the way we do business. Nor is this approach new – certainly not to Liberals or Liberal Democrats! The 1870 Education Act provided for elementary education for the working class; the 1906 Liberal government provided pensions for the aged poor; the Welfare State was designed by Beveridge and more recently, the Pupil Premium designed to help children from poorer homes. All of these measures were and are to change society by providing institutional mechanisms for doing so and because it was recognised that without them, our economy would do worse. So, what would be the effect of more women in senior positions in our companies? Research outlined by the European Institute for Gender Equality (EIGE) shows clearly that ‘the quality of corporate governance and ethical behaviour is high in companies with high shares of women on boards’. Given some of the behaviour of some major enterprises, which has emerged since the onset of the crisis, boards need this balance more than ever. With more than 50% of the population and 67% of university graduates, women should be able to feel that the system is treating them fairly; that an application for a senior post will not be dismissed, or given to a less able man, simply because the candidate is a woman. I don’t want tokenism. I want a fair society and one which work effectively. In short, I want Liberal values put into action. That calls for boards with more women, but the fact is that companies are simply not heeding the calls. If we want a fair and effective economy, we need real change – now. That is why I support the European Commission’s proposals for a minimum of 40% men and 40% women on company boards. * Flo Clucas OBE is the President of the ALDE Gender Equality Network and former President of the ALDE Group on the EU Committee of the Regions. She was a councillor in Liverpool City Council for 26 years.

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Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students. The purpose of the special ed classroom setting is to provide more intensive, individualized attention to the students who most need it. However, even in special education classroom settings there can be a wide a range of skill levels and abilities. How can teachers provide quality instruction to all students? Here are some strategies that special education teachers can use to benefit all of their students: 1. Form small groups Forming small groups of two or three students within the class grouped according to their level can help with personalizing the teaching while not sacrificing class instruction time. For example, in math class, one group could be working on the basics while a more advanced group could be working on their geometry skills. Students would be grouped together according to similar skill levels and objectives along their education pathway. 2. Create classroom centers Classroom centers are another effective way students can be grouped. Each center would specialize in one area or level. The centers would be self-contained in terms of instructions and all lesson materials. They would also be somewhat self-explanatory and self-guided to allow the teacher to rotate among the different centers and provide appropriate guidance. A teaching assistant, parent or volunteer could help facilitate the groups. Such centers would strike a balance between being self-explanatory, without totally giving up more direct teacher time. 3. Blend ‘the Basics’ with more specialized instruction Still another way of instructing multiple levels of students is to teach general concepts to the whole group while pairing it with individual instruction. Since every school subject has some general concepts that could be relevant, individual students can benefit from this no matter what their level of proficiency. Reading comprehension strategies, the basics of math, organizing writing ideas, or even a scientific theory are some examples of general concepts that could be taught to support what each student is learning in that area. Students can then apply this knowledge to their particular individual assignments. However, the teacher could always add some additional content for more advanced students. 4. Rotate lessons Lessons within the different groups or centers could be rotated so that on any given day the teacher could introduce new material to one group, while only having to check in on others who are doing more independent activities. The teacher assistant could also be of service within such a lesson cycle. 5. Try thematic instruction Thematic instruction is where a single theme is tied into multiple subject areas. This method of teaching has been shown to be very effective in special education classrooms. A “theme” could be anything from a current event, honing the skill of reading comprehension, a writing topic or a historical event. For example, a historical event could be tied into all other subjects. The theme should be attention-getting — something that will grab the students’ interest and keep them engaged. 6. Provide different levels of books and materials Since there will be a variety of proficiency levels in the classroom, be sure to have different levels of textbooks and other teaching materials available for each subject. Having a range of levels on hand will ensure that each student can learn at the appropriate level. This minimizes frustration and maximizes confidence and forward momentum in the student. As you can see, teaching special education students effectively can be enhanced with some adjustments. Regardless of the severity of their disabilities, classes can be structured in a way that caters to the individual level of functioning. Doing so does not mean giving up quality personal instruction time. No matter what the content areas or variety of levels your students are working on, harmony and integration are possible. Strategies such as grouping, learning centers, rotating lessons, choosing class themes and having a flexible array of texts and materials can help teachers to provide ideal instruction and support within their special education classes. Tags: Special Education

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fine arts - art The study of art in North East Independent School District is a high quality program for elementary and secondary schools. Our goal is to guide students in their personal discovery of the visual arts through the study of art and artists of different cultures and periods. Participating in art activities and studies will help students gain an understanding of self, others, and the environment. Through art education students develop visual literacy, increase critical and creative thinking processes that help them articulate and solve problems in a variety of ways, and learn to view art as a reflection of society. The Visual Arts Staff consists of 95 Art Educators. There are 51 Secondary Art Teachers, 44 Elementary Campus Art Coordinators, one Elementary Art Specialist and one Visual Art Director. More than 2,000 students are enrolled in middle school art classes, over 3,000 in high school art classes, and 90 in the North East School of the Arts.

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Making a dough for classroom play is also a time to teach vocabulary and math skills, and social skills such as cleaning up after oneself. Write the recipe on a page or easel paper to refer to even if your students are not yet reading. Illustrate with drawings or take photographs to use as illustrations the next time you make the play dough. Playdough is a soft, moldable flour dough that holds its shape. What science skills will children learn while making playdough? How can making a material for play support developing math skills and language and literacy development? Here’s a beginning list; please add to it by posting a comment. |Activity||Skills used or learned| |Reading a recipe chart with both words and pictures||Teaches that print has a purpose. Is a time to use language. Teaches that symbols represent real things, such as the color blue is a symbol for water, and two pictures of a measuring spoon represents using two spoons of an ingredient. Teaches units of measurement. |Handling and talking about the properties of the materials (dry, wet, liquid, powdery, oily)||Teaches vocabulary. Experience with materials. |Following the steps of a procedure||Scientists follow procedures for safety, and to reproduce the results of a first try. The order in which materials are mixed may affect the product. Measuring exactly takes practice. Children can practice self control. |Mixing materials together||Mixing materials together can make a change—a material may get wet, clump together, or dissolve.| |Heating the playdough mixture||Heat can transform materials into a material with new properties| |Playing with the playdough||During play children use their imagination, practice social skills, develop language skills, continue to explore the properties of the new material, and express themselves artistically.| Playdough is easy to make with children because there is some “wiggle room” in the amounts—a little more water will make a softer dough, a little less oil will make it a bit sticky. Recipes for playdoughs (a valuable classroom tool) are widely available online and in activity books. Here it is again! Ingredients and materials: - Safety goggles - 1 cup white flour - ½ cup table salt - 2 teaspoons cream of tarter (found in the spice section) - 1 cup water - 2 tablespoons of vegetable oil - Measuring cup - Teaspoon measure - Wide, shallow pan - Put on safety goggles. - Have the children feel each ingredient while discussing it: is it wet? Is it dry? Is it a liquid? Is it a solid? - Have the children help read the recipe to see what comes next and to measure out all the ingredients. - Measure out and put all the dry ingredients together in a bowl. - Mix them together by stirring. - Measure out and add the water. Stir to mix. - Measure out and add the oil. Stir to mix. - Pour into a wide, shallow pan. (Avoid pans with non-stick coatings—salt may damage it.) - Stir continuously while cooking over medium-high heat until a dough forms, about 5 minutes. Stir and turn over the dough until doesn’t look wet anymore. - Remove from heat, and cool. Knead a few minutes until smooth. - Add color, scent, or glitter if desired. - Store in a closed container or send some home in plastic bags. Mixing to make a change is fun, especially when you get to play with the resulting mixture. Your class might want to take their recipe to another class and teach them how to make playdough!

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One of the most creative aspects of our Digital Methods class is the integration of the Digital Art Workshop for Youth. Art Education students engage in hands-on teaching and mentoring of children ages 10-14 in our after school workshop. For the first month of class, Digital Methods students refreshed their skills in photoshop and shared research on animation techniques. When the workshop launched in October, they played various roles, such as demonstrating animation tools, mentoring in the computer lab, and developing visual strategies for collaborative storytelling. The Digital Methods students selected seven well-known stories to recreate using digital media. Each college student worked in a team with several children during the workshop to produce a group animation on the class theme : Tales of Transformation. Digital Methods in Art Education students reflect on their mentoring experience on their own blogs. Fall 2009 Workshop Mentors : Amber Burns (Olson) view slide show of our creative process

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more Pre eclampsia is the most common complication of pregnancy with 5-10% of pregnancies being affected by the condition. Of these, 1-2% of women suffering from Pre eclampsia will experience symptoms severe enough to threaten the lives of both mother and baby. Pre eclampsia usually develops in late pregnancy but it is possible to see symptoms after 20 weeks. It needs immediate attention to avoid the possibility of it progressing into Eclampsia, an even more serious and life-threatening condition that can cause seizures, coma and possible death. Pre eclampsia is responsible for 5-10% of all premature births due to complications involving the transfer of oxygen and nutrients through the placenta to the foetus, which can ultimately compromise the wellbeing of your baby. Symptoms of Pre eclampsia - Blurry vision - High blood pressure - Fluid retention that result sin the sudden and extreme swelling of the face, feet and hands - Little or no urine being produced - Nausea and vomiting - Abdominal pain just below the ribs Who is at risk of pre eclampsia? Some women are at higher risk of Pre eclampsia. These risks increase when: - You are pregnant for the first time - You are pregnant with twins or more - You have a family history of pre-eclampsia - You have a history of high blood pressure - You have vascular disease - You are diabetic Diagnosis of Pre eclampsia Because pre eclampsia is the most common complication of pregnancy, healthcare professionals look closely for possible signs of pre eclampsia at each regular antenatal check-up. Pre eclampsia could be developing if: - Your blood pressure is significantly rising - Proteins are found in your urine As Pre eclampsia can develop quickly, it is important to be aware of the symptoms and contact your doctor if you are concerned in any way. Treatment of Pre eclampsia Pre eclampsia will resolve after delivery but symptoms can be treated by: - Mild pre eclampsia can be treated with rest - Medication may be needed to control high blood pressure - Induction may be necessary - Pre eclampsia is responsible for one in five inductions and for one in six caesarean deliveries This article was written by Ella Walsh for Australia's leading pregnancy resource, Kidspot. Sources include Vic Govt's Better Health Channel. Last revised: Thursday, 19 March 2009 This article contains general information only and is not intended to replace advice from a qualified health professional.

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William Gedney Bunce (1840 – 1916) Born in Hartford, Connecticut, William Gedney Bunce served in the Civil War, 1st Connecticut Cavalry. He was discharged after two years due to a leg wound, which resulted in a limp the rest of his life. Bunce began his art education under Julius T. Busch, a German-born artist residing in Hartford. After the Civil War, he moved to New York City where he studied under William Hart. By 1867 he had moved abroad. He spent more than a decade studying in various European cities. He sojourned in London, Paris and Rome. World renowned sculptor Augustus Saint-Gaudens met Bunce soon after he had arrived in Rome. St. Gaudens had been informed of a fine studio that was being occupied by a young dying man. St. Gaudens met the supposedly fatally ill young man who turned out to be Bunce. Saint-Gaudens later commented: “We became fast friends. This was thirty-six years ago and still he is alive, as sound as a drum, as lively as a cricket, and likely to outlive those of us who expected to attend his funeral and occupy his studio in Rome.” While in Rome in 1871, Bunce’s first paintings were sent back to the United States for exhibition, but it was not until his 1879 return to New York City that he received critical acclaim. His paintings were unique in that he composed them with a palette knife rather than a paintbrush. In 1880 his evocative Venetian canal scenes were praised, but a year later there were already warnings from the press of mannerism and unmotivated repetition. Nevertheless, he was recognized for his sense of color and apparent simplistic design. Until World War I, Bunce divided his time between Venice and the United States, but he was more associated with Venice. Over the years he became something of an institution there. Acquaintances like Robert Blum and William Merritt Chase joked about his proud and cantankerous nature, which in 1881 had caused Venetian gondoliers to refuse him their services. But he also had loyal promoters and patrons, such as the dealer Daniel Cottier, the architect Stanford White, and Queen Victoria of England who had ordered one of his Venetian landscapes. Bunce kept a New York studio on Washington Square for many years but ultimately moved back to Hartford, where he built a new studio and continued to paint until 1916. Bunce died on November 5, 1916 when he was hit by a car while crossing the street – one of the first victims of an automobile accident in Hartford.

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Scientists have long known that the human mind develops most rapidly during the first five years of life, a point President Barack Obama underscored in his State of the Union address when he urged states to provide universal access to high-quality pre-kindergarten programs. Investment in early childhood education is an investment in the nation's future, and Maryland is well-positioned to heed the president's call. Children who attend high-quality, public pre-K arrive at school better equipped with the cognitive and social skills needed for learning, and there is a large body of evidence suggesting that they retain that advantage throughout their school careers and beyond. Currently, nearly 29,000 of Maryland's approximately 73,000 4-year-olds are enrolled in high-quality, public pre-K programs, with another 10,000 or so attending comparable private nursery schools and day-care centers. But too many kids still don't have access to the kinds of experiences that challenge their minds and prepare them to enter kindergarten ready to learn. During the last decade, Maryland has greatly expanded access to public pre-K while raising standards of care. It introduced the nation's first system for holding pre-K programs accountable and consolidated early learning initiatives in a single agency, the state Department of Education, which spearheaded the creation of public-private partnerships between schools in poor neighborhoods and community-based early learning centers and service providers. In late 2011, the state won an early learning challenge grant funded through the federal Race to the Top competition aimed at encouraging local jurisdictions to come up with innovative approaches to increase the quality of instructional programs for students, provide additional training for caregivers and narrow the student achievement gap along racial and class lines. Maryland used that money for a variety of purposes, including the creation of local early learning councils that bring together stakeholders to focus on school readiness. Sen. Bill Ferguson and Del. Samuel I. "Sandy" Rosenberg, both Baltimore Democrats, are proposing to take that a step further. They have proposed legislation this year that would set up something of a state-level "Race to the Top" in which local jurisdictions could compete for grants to help create more high-quality preschool services, additional partnerships between pre-K programs and health and social service agencies and expanded professional development opportunities for caregivers by tailoring initiatives to local needs. The bill would require the governor to allocate at least $10 million a year for the program from the state's casino gambling-supported education trust fund. Essentially, the Race to the Top grant helped the state set up the framework for expanded, high-quality pre-K; the Ferguson-Rosenberg bill — known as "Race to the Tots" — would help those programs get off the ground. We know what works. In 2001, only about 40 percent of Maryland 4-year-olds entering kindergarten had the skills needed for success in elementary school. Since then, the state's efforts have steadily raised standards and staff training efforts to the point where, today, more than 80 percent of children who attend public pre-K arrive at kindergarten ready to learn. The achievement gap has narrowed, and each successive cohort of kindergarten students has arrived in class better prepared to succeed than its predecessors. But Maryland can't entirely eliminate the achievement gap until it eliminates the school readiness gap. That's why expanded access to high-quality pre-K programs is essential if Maryland is to create the highly educated work force it will need to compete successfully in a global marketplace. Children who enter the elementary grades without the skills they need will always find it difficult to catch up. The school readiness gap is the precursor of the achievement gaps that develop later, and the key to closing it is high-quality instruction that begins before children enter kindergarten. The legislation proposed by Delegate Rosenberg and Senator Ferguson would build on the progress Maryland already has made, and it would pay big dividends down the road. President Obama cited research showing that every dollar states invest in high-quality early childhood learning programs returns $7 to $10 to their coffers in the form of higher tax revenues and lower social welfare costs. Maryland has a chance to make difference in the lives of thousands of students whose prospects would be improved by wider access to high-quality pre-K. But the enormous benefits offered by such programs can only be realized if the state chooses to fund them.

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Are you talking with your baby? Just as children require warmth, food, and protection, they also require "language nutrition” to meet their developmental potential. Language-rich adult-child interactions are as critical to a baby’s and young child's brain development as healthy food is to physical growth. And a solid foundation of language nutrition can play a critical role in developing a child’s social and emotional capacity. The quality and quantity of communication between caregivers and children—beginning at birth—has a direct impact on a child’s language and literacy development. The impact of these adult-child interactions on the developing infant and toddler is unparalleled by any other stage of development. In the first few years of life, babies’ brains are forming the neural connections for language that will shape their capacity to learn. Early exposure to language has a strong effect on vocabulary development by age 3, which is a key predictor of reading comprehension by the end of third grade. The best predictor of a baby’s later academic accomplishments is the number of words spoken to the baby and the amount of time spent in active engagement and communication. Unfortunately, millions of underprivileged children and children with congenital liabilities exhibit delays in picking up language, learning, and reading. Those delays can be traced to a disruption in the relationship between infants and their surrounding social environment. Without critical language nutrition, children’s capacity to learn to read by third grade is greatly diminished, which hinders their ability to read to learn in later grades and throughout life. The good news is that all parents have the potential to be their child's first and best teacher. Studies have found the number of words parents speak to their babies—not the parents’ social class, income, or ethnicity—is what best predicts a child’s academic accomplishments. Before all babies can receive that vital language nutrition, the adults who interact with infants and toddlers need to transform their thinking and behavior. When parents, caregivers, teachers, and health providers receive training on how to use evidence-based strategies, they gain the knowledge and skills necessary to improve every child’s outcomes. Talk With Me Baby Talk With Me Baby, a large-scale public-health initiative already underway in 13 counties in Georgia, has the potential to leverage dramatic results for all children. The initiative is providing language nutrition that will help children reach the milestone of “reading to learn” by the time they leave third grade—including those born into families of generational poverty, have a sensory disability, are English learners, have a genetic predisposition to developmental delays, or have a chronic developmental delay. This highly collaborative, novel concept sprung from conversations on improving health and education outcomes for children between Georgia Pathway to Language and Literacy Coalition for Children who are Deaf and Hard of Hearing; the Georgia Coalition for English Learners; Get Georgia Reading—the Georgia Campaign for Grade-Level Reading, which launches this spring; Emory University Department of Pediatrics; Emory Nell Hodgson Woodruff Department of Nursing; Children’s Healthcare of Atlanta; Georgia Tech; Marcus Autism Center; Atlanta Speech School; Georgia Department of Education; and the Georgia Department of Public Health. The goal of Talk With Me Baby is to increase early exposure to language as a strategy to ensure better outcomes for children including higher reading proficiency by the end of third grade. For more information, contact [email protected] This story first appeared on the Georgia Family Connection Partnership's blog.

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Ofsted names keys to successful music education partnerships 10 October 2012, Clare Stevens The secrets of successful partnerships between schools and other organisations have been identified by Ofsted in a new report entitled Music in Schools: Sound Partnerships, commissioned a year ago by the Department for Education as part of the National Plan for Music Education. It was launched by Mark Phillips HMI, Ofsted’s national adviser for music, on 5 October at the National Association of Music Educators’ annual conference. The report is based on visits by music inspectors between September 2011 and July 2012 to 59 schools, together with six further visits to observe good practice. Most of the schools surveyed were using partnerships to offer a greater range of activities than they could provide by themselves. However, the inspectors found that in too many cases these were not managed well enough by the schools and rarely resulted in significantly improved long-term outcomes for all groups of pupils, particularly the most disadvantaged. Only ten schools were making good or outstanding use of partnerships to improve musical outcomes for all groups of pupils and achieve good value for money. The survey found that buying in additional instrumental and vocal teaching – the most frequent form of partnership work – is not a guarantee of sustained good-quality outcomes, however expert or reputable the partner organisation. The report identifies five key actions taken by schools were partnerships were most successful: • Significant, sustained levels of funding were matched by rigorous monitoring and evaluation, enabling leaders and managers to take swift action where funding was not being used well. • Schools ensured that all groups of pupils benefited from the partnership, particularly the most disadvantaged. Careful monitoring and tailoring of provision ensured that all groups achieved well. • Provision was linked to individual pupils’ needs, interests and abilities. Careful analysis of pupils’ prior achievement and experiences – including in their feeder primary schools – secured high levels of engagement and good progress. As a result, projects complemented, augmented and supported other music work in the school. • Partnerships were used to develop both school teachers’ and visiting musicians’ practice. Clear strategies were in place so they could learn from each other. This led to sustained, high-quality musical experiences for pupils during and beyond the partnership. • Headteachers and senior leaders used the partnership to strengthen their own knowledge and understanding of the quality of music education. This enabled them to monitor and evaluate provision with increased rigour and resulted in improved outcomes for pupils, better quality of professional dialogue with music teachers, and better value for money. Inspectors also identified five characteristics of schools where partnerships had limited effect: • The effectiveness of the partnership was not monitored sufficiently well by school leaders. In these schools, the partnership was more likely to represent poor value for money because not enough pupils made good progress over a sustained period. • Disadvantaged pupils such as those in receipt of free school meals or with special educational needs did not benefit from the partnerships as much as others. This often resulted in widening gaps in participation and achievement between different groups of pupils, including at GCSE. • Partnership programmes were not sufficiently aligned with the school’s day-to-day musical provision or well enough informed by analysis of pupils’ starting points and capabilities. In these schools, the value of the partnership was diminished because provision did not capitalise and build on pupils’ prior learning. • School staff and visiting musicians did not work together. This represented missed opportunities to develop the teaching skills of all adults involved in the partnership. • Senior leaders were not well enough informed to ask critical questions or make critical judgments about the quality of music education; too often, too much was based on trust rather than rigorous challenge. Consequently, weaknesses in provision were not addressed. The report includes guidance to help schools improve their partnership working in music education, including with the new music education hubs. It has been published on the Ofsted website together with eight case studies of good practice, including video clips, from a diverse range of primary and secondary schools, of varying sizes, and from different rural and urban areas of the UK. The Federation of Music Services welcomed ‘Ofsted’s positive and pragmatic approach to supporting improvements in music education. The use of a robust evidential base to identify key actions to underpin such improvement is extremely helpful. We are delighted that the role of music services in providing opportunities and setting high standards has been highlighted in the report.’ Deborah Annetts, chief executive of the Incorporated Society of Musicians, said: ‘This is a crucial report which must be read by headteachers, senior leaders, those working in music education hubs and anyone involved in partnership work from across the music sector.

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Improving legal and safe driving among Aboriginal people Auditor-General's Report to Parliament 19 December 2013 New response needed to improve Aboriginal peoples’ access to driver licences Government responses to improve legal and safe driving among Aboriginal people have had limited success reducing Aboriginal peoples’ over-representation in road accident fatalities, traffic-related offending and imprisonments. Less than half the eligible Aboriginal people in New South Wales currently hold a driver licence compared to seven out of ten for non-Aboriginal people. Licensed drivers make for safer roads, with fewer accidents and injuries. Driver licences give people the mobility they need to access services and actively participate in their communities. Barriers to access There are real barriers for Aboriginal people to obtain, retain and regain driver licences. Barriers preventing Aboriginal people from obtaining a licence include: - a critical shortage of supervising drivers to assist learner drivers complete the required 120 hours of supervised driving - poorer literacy and numeracy skills among Aboriginal people which lower the pass rates for the driver knowledge test - not having a birth certificate which is the main proof of identity to obtain a driver licence - the layout, location and hours of operations of motor registries. Aboriginal people find it harder to retain their licence primarily due to unpaid fines. The fine may or may not be related to driving, but if not paid can result in driver licence suspension. Aboriginal people are losing their licence for fine default at around three times the rate of non-Aboriginal people and face real barriers to regaining it. Aboriginal people found guilty of a ‘driver licence’ offence are also more likely to be imprisoned. In 2011, twelve per cent of Aboriginal people found guilty of a ‘driver licence’ offence were imprisoned, compared to five per cent for non-Aboriginal people. Challenges facing Aboriginal people in regaining their driver licences include knowing the options available for paying fines and managing debt, the ability to attend court if required and understanding court processes. Programs to improve access The New South Wales Government offers a number of programs to address the barriers Aboriginal people face in obtaining and retaining a driver licence. These programs include literacy/numeracy support, debt management, road rules education and supervised driving assistance. These programs have had limited success at reducing the over-representation of Aboriginal people charged with or imprisoned for traffic offences. Driving programs have generally been only available in limited areas and for a short time. They also suffer from constraints in insurance coverage and volunteer driver reimbursements, lack of program ownership, uncertain funding and poor evaluation. Some local programs have been more successful over longer periods of time. Some of the factors contributing to the longevity of these programs include a vision towards employment, utilising connections into Aboriginal communities and involving Aboriginal people in program development and delivery. The State Debt Recovery Office also provides assistance for eligible people to work off their fines and sends SMS reminders to people about unpaid fines. These initiatives have been slow to reduce the number of licence suspensions among Aboriginal people for overdue fines. Only 0.05 per cent of 2011-12 penalty notices were settled through a Work and Development Order. The NSW Auditor-General, Grant Hehir, recommends the NSW Government support Aboriginal people to obtain a driver licence through: - publicising that a Certificate of Aboriginality will be accepted as a primary proof of identity document if accompanied by a secondary proof of identity document - assisting Aboriginal people to pass the driver knowledge test - assisting Aboriginal people to complete supervised driving hours - improving the access and quality of driver licensing programs. The Auditor-General recommends that the NSW Government support Aboriginal people to retain or regain a driver licence through: - expanding and promoting Work and Development Orders - investigating innovative ways of communicating court attendance information. The Auditor-General further recommends that New South Wales develop a coherent and coordinated approach led by the key departments of Transport for NSW and the Department of Attorney General and Justice. Download full report Download media release

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expert advice MORE Phonics Instruction at an Early Age Q: I have a six-year-old son who will be entering the first grade in the fall. He is having a real struggle with blending words. He knows the sounds of the letters but gets very frustrated with blending. How do you feel about games such as Hooked on Phonics or similar games that relate to this subject? He is presently taking a summer school class in reading. A: Most schools do not expect children to be fluent readers when they enter first grade. They also recognize that it takes considerable practice for young readers to learn how to blend sounds together to read words. Since your son already knows the individual sounds, he probably just needs additional practice in blending them together. While your son is still in the summer reading program, take advantage of the teacher's expertise to find out if one of the commercial phonics programs would be helpful for him. Check out Hooked on Phonics. This program helps children acquire phonics skills; however, parental guidance is required. Remember, reading should be an enjoyable activity for beginning readers. Don't turn it into a series of boring, repetitious drills that will turn your son away from reading. Keep the time devoted to improving your son's skills short, and stop whenever he becomes restless. Here are some suggestions to improve your son's blending skills: - Read beginning readers like The Cat in the Hat and Green Eggs and Ham that have lots of rhyming words and repetition to your child. Pause while reading and give your son the opportunity to sound out some of the rhyming words. - Buy some magnetic letters that your son can use to form rhyming words. Give him sound patterns such as _at, _ill, and _et, and have him place different consonants in front of them to make words. This activity can also be done on a blackboard or with paper and pencil. - Throughout the day, play impromptu word games with your child. For example, when you see a fan ask him to think of words that will rhyme with fan. If he is unable to give a response, give him a couple of choices (pan, pat) and have him tell you which one of the two words actually rhymes with fan. More on: Expert Advice Peggy Gisler and Marge Eberts are experienced teachers who have more than 60 educational publications to their credit. They began writing books together in 1979. Careers for Bookworms was a Book-of-the-Month Club paperback selection, and Pancakes, Crackers, and Pizza received recognition from the Children's Reading Roundtable. Gisler and Eberts taught in classrooms from kindergarten through graduate school. Both have been supervisors at the Butler University Reading Center. Please note: This "Expert Advice" area of FamilyEducation.com should be used for general information purposes only. Advice given here is not intended to provide a basis for action in particular circumstances without consideration by a competent professional. Before using this Expert Advice area, please review our General and Medical Disclaimers.

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The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8. Buy your copy today at: www.thetuneables.com/the-music-shop/ When the question arises as to whether playing recorded background music for young children provides any benefit, the answer must be, "Yes." This is a convenient and pleasurable way to introduce children to the music of their culture and allow them to become familiar with a repertoire of songs and other compositions. In addition, when the music selected for listening is sufficiently complex, like Mozart's, some benefit to increased intelligence may occur. Most importantly, these listening experiences provide the readiness for structured music instruction. The distinction between listening to background music and purposive music instruction is the complexity of the mental activity required. When listening to background music, the mind will passively or actively process the music with some degree of understanding. However, when a child receives instruction on how to play an instrument or sing, a complex interplay and coordination of skills must occur. Fingers, hands, feet, teeth, lips, and tongue may be required to make specified movements with precise timing. Vocal chords and lungs must be engaged with the recall of pitch and rhythm to produce a song. The brain, through the eye, must recognize musical symbols and translate them into the simultaneous recall of musical patterns and expression with the muscle movements that create a musical effect. Researchers have concluded that the multiplicity of experiences found in active music learning can lead to increased cognitive functioning in a wide range of abilities such as math, language, and spatial-temporal reasoning. These conclusions are supported by research into physiological changes in the brain as a result of music instruction and study. Links to specific studies on music instruction and brain development: Engaging young children in music experiences can have a strongly positive influence on their intellectual development. But you have to be smart about choosing what experiences produce the best result. The key consideration is to make sure the children are actively involved—focused listening, singing, moving rhythmically, playing simple instruments, and forming musical concepts—all with the aim of producing a musical result and knowing that it happened. active aural music learning beat accuracy benefits of music brain development children development developmental effect early music educations, early music learning holiday gifts for young children instruction intelligence learning music skills listening to background music movement music activities musical gifts music and language music education music for kids music for young children music instruction in brain development music intelligence music learning music playlist for kids playlist for kids research rhythm singing singing in tune smart song list for children stages of music learning stimulate brain development substantive music learning teaching young children music the tuneables tonality tonal patterns top children's songs top classical songs for kids voice flexibility young children

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Three years after the government made the right to education a fundamental right for children below 14 years, a study conducted by NGO Child Relief and You (CRY) reveals significant gaps in compliance to ensure free and quality elementary education. The study, released on Wednesday, reveals that many children are studying in unsafe schools with no electricity, water or toilets. The study — ‘Learning Blocks’ — was conducted across 71 districts in 13 states and found school infrastructure, all-weather buildings, toilets and drinking water facilities, fencing or boundary walls, pupil-teacher ratio and the one-classroom-one-teacher practice missing. Acknowledging that a lot had to be done, HRD minister Dr M M Pallam Raju told HT that a circular had been send to all state governments to ensure proper water supply and useable toilets. “The idea is to have a wholesome environment in schools.” CRY head Puja Marwaha said: “Lack of basic infrastructure — especially facilities for drinking water and separate toilets for girls — is one of the key factors that push children out of school.”

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Art Education Leads to Academic Improvement Created by former Disney and Dreamworks animators and professional educators, Creativity Express is animated online Art Education for children ages 7-97. Sixteen cross-curricular lessons teach the elements and principles of art, with an added focus on empowering kids' inner creativity, imagination and critical thinking skills. Backed by years of research, Creativity Express meets the National Standards for the Visual Arts, and several State Curriculum Standards. Why Art? Read our whitepaper: Leading the way to academic improvement. Children, a polar bear, and two penguins Explore with your Art Guides: - 16 lessons explore the elements and principles of art - Creativity Builders 32 hands-on art projects with integrated lesson plans - Artist cards and puzzle pieces are awarded after lesson challenges - My Portfolio your child's artwork for online viewing - Virtual gallery of lesson artwork - Glossary of art terms - Teacher account center complete learning management system for parents and teachers - Assessment Rubric Evaluate student comprehension and progress aligned with the National Standards

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History of Lock Haven University The history of Lock Haven University is the story of the creation of a climate conducive for teaching and learning. The Central State Normal School, a private corporation until it was legally conveyed to the Commonwealth of Pennsylvania in 1914, was founded in 1870 and chartered to prepare teachers for the public schools. Subsequently, changes in its mission led to changes in name, to State Teachers College at Lock Haven (1926), to Lock Haven State College (1960), to Lock Haven University of Pennsylvania (1983). The last name change occurred when the State System of Higher Education was created and Lock Haven University joined the 13 other universities within the State System. Gradually, the scope of our commitment to education has broadened. Emphasis was first given to Elementary Education, with Kindergarten and Primary grades, Intermediate and Junior High levels, and Secondary Education added later. When the Commonwealth moved beyond the concept of an exclusively teacher’s college after 1960, Lock Haven State College became a dual purpose institution with undergraduate curricula in both education and the liberal arts. Graduate programs were instituted after the formation of the State System. Not only has the mission and vision of Lock Haven University expanded over the years, but also the physical environment and facilities have seen extensive changes. Due to increases in numbers of students, from approximately 600 in the 1940s to over 2,000 in 1970, and current enrollments at approximately 3,500 students, the campus has been modernized with the addition of many new buildings and residence halls, as well as an extensive library collection housed in technologically current facilities.

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DLTK's Crafts for Kids Lessons for the Playground (...and life!) Since my daughters have started their elementary education I have noticed that there is a clear emphasis on developing a strong sense of community within the school. The teachers and students are very active in lessons about bullying, friendship and how to deal with disputes. One of the early lessons that has really stuck with me is the one that Tasha first learned back in grade one to help teach the children not to tattle. Tasha explained to us that if a student felt it was necessary to approach a teacher to tell them something that they should first ask themselves a question. Is the situation dangerous or destructive? Because if it is not then the student is really tattling and there is no need to get a grown up involved. I found the "Dangerous or Destructive?" rule very helpful and began using it at home as well to help teach my daughters when it was appropriate to get an adult involved with a disagreement between children. As much as that rule has helped me both at home and at school, My husband and I have still had unexpected challenges to deal with... sometimes the girls fail to recognize the dangerous consequences of a situation and fail to get us involved when they should. Other times, their definition of dangerous and destructive is a bit different than mine might be *grin*. As with all things, practice makes perfect! We continue to work with our daughters (and now with other people's children as we coach soccer and lead Sparks meetings). Sometimes, our efforts are informal and other times we take a more directed approach to helping the children learn to handle interpersonal relationships. One of our viewers recently contributed a couple of lesson plans for us to include in our site. The first lesson helps children learn the difference between tattling and reporting. The second lesson teaches friendship and help children to understand discrimination or prejudice. Both lessons include follow up questions and activities to get your classroom involved in a discussion about the topic of the books. You might like to give them a try in your classroom. Tandy Braid is an elementary school guidance counselor and has written two books which have become the basis for the lesson plans which she has shared with us. Thank you Tandy!

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It’s Not Just About The 3 R’s When it comes to education, people tend to think of the basics: reading, writing and arithmetic. Due to the obesity issue with kids, there has been a great deal of emphasis on the importance of sports and fitness. People think that sports can also offer children opportunities to inevitably play in major league clubs, the Olympics, etc. and therefore athletic programs should not be cut. Unfortunately, when it comes to music, not much thought is given as it is often the first to go when it comes down to budget cuts for extra-curricular programs. However, music is something that is such a critical component of our lives. It has been used as a form of communication and is also found throughout nature. Why Exactly Do Birds Sing? Birds put a lot of effort into singing, drumming, winnowing, and otherwise displaying. They are trying to impress mates and proclaim territories.* Rock Me Amadeus During the time of Mozart as well as other Masters, one’s ability to sing or play a musical instrument also determined not only how one would be received into society but for women, how well they could marry. Indeed, it is a critical component to well being and can literally change the course of one’s life. Such is the case with newly discovered artists such as Susan Boyle, Kelly Clarkson, etc. Rock Legends React There is a non-profit organization that is on a mission to change this called Little Kids Rock. It was founded by some of the greatest names in the music world. LKR currently reaches over 74,000 kids across America! When it comes to making sure every kid gets a first-rate education, music matters! LKR believes that learning to play a musical instrument can be a transformative experience in students’ lives, with the power to inspire the creativity and confidence that are critical to success in school and beyond. They are devoted to restoring and revitalizing music education in U.S. public schools. They bring free musical instruments and music instruction to underserved schools across the country. If you would like to find out about how you can get involved, visit LittleKidsRock.org and donate today! In this segment of The Organic View Radio Show, host, June Stoyer will be joined by the legendary rock drummer, Liberty Devitto (known for his tenure with Billy Joel) to discuss his work with Little Kids Rock! Click here to listen to the LIVE interview. A Little More For Liberty Devitto Fans: Liberty Devitto is legendary American Rock Drummer from Brooklyn, New York and loved by all New Yorkers, especially the folks from Long Island, where he grew up. Although he is best known for his work as the drummer for Billy Joel’s band, he has played with the biggest names in the music industry such as Stevie Nicks, Phoebe Snow, Richie Supa, Felix Caveliere’s Rascals, Mitch Ryder, Billy Joel/Elton John, Paul McCartney, Billy J. Kramer, Ronnie Spector, Joan Jett, Jeff Carlisi, Rob Auther, Peter Frampton, Will Lee, Mitch Ryder, Tone Loc, Denise Williams, Wild Cherry, Sam the Sham, Patty Smyth , Louis Prima Jr, Doctor Hook, Shelia E and so many other talented performers. He continues to play with the NYC Hit Squad and has been a session drummer on recordings of other artists. He is a Drummer, Clinician, Lecturer, Songwriter, Producer and clearly a man of many talents. His latest project is called Camp Jam, which is America’s most comprehensive rock camp. Guitar players, bass players, keyboard players, drummers and vocalists can unleash their inner rock star at Camp Jam. This isn’t just limited to kids either! They have programs available for all ages and ability levels! Here is a video of Liberty Devitto’s song, Money In A Card©. Now doesn’t this song put you in the Christmas spirit? Money In A Card

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Sections / Articles Art Education Is Fundamental, Not Ornamental, Says Daniel Pink By Anthony Moyer In his workshop at the 2013 NAESP Conference, author Daniel Pink shared information about the importance of arts in education. Hearing him speak in this intimate setting was an exciting and valuable experience. Pink began his presentation by emphasizing his belief in the STEM movement in schools. But he also believes that the arts play an important role in schools, and that the STEM acronym should really be STEAM: science, technology, engineering, art, and mathematics. Although politicians and education policymakers endorse the STEM movement, said Pink, many do not believe that arts in education are essential, and, unfortunately, often advocate for the removal or minimization of art programs. But arts and the sciences go hand in hand. Some medical schools are requiring students to learn more about art. Medical students travel to art museums for diagnostic training, for instance, where they learn to ask the right questions and make critical observations. Asking the right questions has become more important than providing the right answers, since technology is now capable of providing us with accurate information at our fingertips. Doctors who are literate in the arts are able to reason both analytically and algorithmically. Pink emphasized that arts education has traditionally been viewed as ornamental, but he encouraged us to view it as fundamental. He encouraged school leaders to advise our teachers to require less “commissioned” work of students. Commissioned work is regimented; non-commissioned activities have few constraints, allow individuals to be self-directed, encourage free-thinking, and are fun and engaging. Pink shared that students and staff members perform more effectively when assignments and tasks are non-commissioned. He advocated for activities such as “genius hours,” during which staff and students have the opportunity to engage in non-commissioned work, and answer questions such as, “Name one thing that would make our school more effective.” Pink reminded us to focus on staff members who are “first movers,” since they serve as catalysts for new and innovative ideas and tasks. He also warned us about setting unrealistic “big, audacious goals” that are difficult to achieve. Instead, he directed us to set goals to earn “small wins” that are realistic and attainable. I left Pink’s pre-conference session with the strong belief that art is not ornamental, but fundamental. Next school year, I plan to focus on “small wins,” provide time for “genius hours” for my staff and students, and encourage teachers to provide more non-commissioned work throughout the school day. Art teaches rigor and self-direction, two characteristics that employers seek in their employees, Pink pointed out. If we hope to prepare our students for the 21st century, arts education is fundamental. Anthony Moyer is principal of Willow Lane Elementary School in Macungie, Pennsylvania. Photo courtesy of Lifetouch. Copyright © 2013 National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESP's reprint policy.

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Top Picks : Analysis | Commentary The Right to Education (RTE) Act, 2009 empowers children belonging to the backward section of the economy to free and compulsory education. The Right to Education Act was earlier termed as The Right of Children to Free and Compulsory Education Act came into function after Gopal Krishna Gokhale’s famous impassionate plea to the Imperial Legislative Council for introducing free and compulsory primary education throughout India. The Right to Education Act made compulsory all government and private sector schools across India to provide 25 percent reservation to children between the age group of 6 and 14 belonging to the weaker section of the country access to free and compulsory education. India became one of the 135 countries to make education a fundamental right of every child, when the act finally came into practice in April 2010. A rough version of the draft was first prepared in the year 2005. It was met with a lot of criticism because of the large percentage of reservation made mandatory across all schools for the unprivileged children. However, the Central Advisory Board of Education, who were founders of the draft stood ground and justified the 25percent reservation as a definite requisite to become a democratic and egalitarian society. Bill approved by the cabinet on 2 July, 2009 Bill passed by the Rajya Sabha on 20 July, 2009 Bill passed by the Lok Sabha on 4 August, 2009 Received Presidential approval and made into a law on 26 August, 2009 The law came to effect on 1 April, 2010, (except for the state of J&K), by Prime Minister, Dr. Manmohan Singh The Right to education Act is a fundamental right which allows every child between the age group of 6 to 14 to have access to free and fare education. It requires all private and government schools to reserve 25 percent of the seats for children belonging to weaker sections of the society. The act also separates the fraudulent schools and donations and concessions have been rolled back. The act also states that no child shall be expelled, held back or required to pass a board examination until the completion of elementary education. There is also a special training of school drop-outs to bring them up at par with students of the same age. The Right to Education act stretches to 18 years of coverage for children with disabilities, and other provisions covered in the act range from infrastructure development, teacher-student ratio and faculty are mentioned in the act. The National Commission for Protection of Child Rights is an autonomous body set up to monitor the implementation of the act along with commissions set up by the States. The body in question was formed in the year 2007 Implementation & Funding The Right to Education act has clearly laid down distinct responsibilities for the centre, state and local bodies for its implementation. However, a lot of states have been complaining about the lack of funds being received which is making it impossible to meet with the appropriate standard of education in the schools needed for universal education. Hence, the centre that is at the receiving end of the revenue will have to subsidize for the states. A committee set up to study the fund requirement for the implementation of the act estimated an initial capital requirement of approximately Rs. 171000 crores or 1.71 trillion over 5 years, and in April 2010 the Indian government agreed to share the funding of the price at a ratio of 65 to 35 between the centre and the state and a ratio of 90 to 10 for the Northeastern states. Later the principal amount was then increased to Rs. 231000 crores and the centre agreed to raise its share to 68%. However there is much debate on this. Another important development in 2011 was to further stretch the act and implement it till the preschool age range, hence the age ceiling would rise from 14 years now to 16 years and would cover till class 10. . However this is under talks. On completion of one year a report was released by the Human Resource Development ministry, which did not reflect happy numbers. The report admits that 8.1 million children in the age group of 4 to 16 remained out of school; there is a shortage of over 508000 teachers’ country wide. And there were several key legal commitments that were falling out of schedule. The Supreme Court of India also intervened to see the just implementation of the Right to Education Act in the Northeast States. The Right to education act has met with a lot of criticism such as being called a draft that was hastily prepared, there was not much consultation made on the quality of education, on excluding children under the 6 year age range. Many of the schemes have been compared to that of the Sarva Sikhsha Abhivan and DPEP of the 90’s which was criticized for being ineffective and corrupted. The Right to Education Act also seems to have left out the orphans, since during the time of admission a lot of documents are required, like that of birth certificate, BPL certificates and the orphans deprived of such documents are not eligible to apply.

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When music-making was first introduced to me, I remember thinking, "I want to play the violin." And so, ever since that summer going into third grade, playing and learning violin has become one of my greatest passions. I cannot imagine my life without that beautiful stringed instrument. Unfortunately though, due to budget cuts made by schools, some children nationwide will not even have the opportunity to pick up an instrument. This makes me sad. "I'm going to miss my music," Mathew Whitman, 6, of Staten Island, told the Staten Island Advance in May after budget cuts threatened music classes at his school. Research shows that music can focus concentration, increase attention, and improve memory. Think about one of your favorite songs. I bet that you can recall every single word in that song like it was your street address. If you could apply these kinds of memorizing techniques to courses such as history or science, think of how much further students could get in their learning. From my personal experience, I know that music improves mathematical skills. In music, you must learn how many beats are in a measure, what kind of note gets one beat, how long to hold out a certain note, what speed to mark time, and how to figure out how many notes you can put in one measure due to the time signature. It takes mental stamina to put together all this information to play fluently. The reasons school boards use to justify cutting music classes -- often the need to put more emphasis on reading and math to boost test scores -- are not good enough. There is some hope for saving the music. The VH1 Save the Music Foundation is "a non-profit organization dedicated to restoring instrumental music education in American public schools, and raising awareness about the importance of music as part of each child's complete education, " according to its Web site. This organization helps jump-start music programs in schools that cannot afford them. Since 1997, they have provided $43 million worth of new musical instruments to deserving students in more than 1,600 public schools nationwide. No schools have threatened cutting music locally, but we can't be complacent. It's time for administrators to listen to musical students for a change.

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Studies have long shown that exposing youngsters to classical music has positive effects. Children who study this subject develop an ability to think creatively and to solve problems by imagining various solutions, thinking "out of the box." Orchestra members develop teamwork skills and discipline, come to value craftsmanship and excellence and learn to conquer fear and to take risks. Music also provides children with a means of self-expression and gives them a glimpse of other cultures. Twelve Benefits of Music Education A dozen reasons music education is beneficial to students. Using Classical Music in the Classroom Eight activities you can use to bring classical music alive for your students. Stories from around the world on the benefits of music education.

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I did find something about Tona rituals in the book: MASK ARTS OF MEXICO, Ruth D. Lechuga, ChloŽ Sayer, Chronicle Books, San Francisco, 1995, pp. 48. It begins Chapter 3, DOMINION OF THE ANIMALS with: "In Mexico, according to popular belief, each man and woman shares a common destiny with an animal counterpart. If someone is without food, the animal will go hungry; if the animal suffers injury, the human being will become ill; if the animal is killed, the human being will die. Tona (also Tono) is the term for this animal guardian or soul companion. Before the Conquest each deity also had a tona. Tezcatlipoca, the 'Smoking Mirror,' was a very important god in Aztec cosmogony. Nocturnal and invisible, he was represented by an obsidian mirror. He could bestow riches and good fortune or withhold them at whim. His tona was a jaguar, popularly known throughout modern Mexico as the tigre (tiger). This may be why the tigre is the most revered and feared of animals." Then it went on to talk about numerous other tonas, and about the dance of los tejorones where these tona masks were aparently worn. Perhaps los tejorones is familiar? Thanks so much for your research! At 9:39 AM 10/21/97, Lorena Nalin wrote: >I am sorry to say that the guru of Hispanic culture here at the University >of Arizona Southwest Cultural Center has not heard of this ritual/festival. >Perhaps it comes from another geographical area, there a a couple of books >he suggested that are here at the UofA library but I'm not hopeful they >will be helpful. How quickly do you need the information? >It might be something I can pass along to the UofA Art Education Listserve. >The students are in the library more often than I am. >Let me know. >>Wow, Lorena, thanks so much! I look forward to hearing from you! >>At 5:52 PM 10/12/97, Lorena Nalin wrote: >>>This week is conference week, so I will have some time to contact the >>>Unversity of Arizona's Southwest Heritage Center, they are part of the >>>library system. If anyone knows about this ritual it will be them.

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- Adorable alphabet trees give youngsters plenty of practice. These systematic reproducibles give youngsters plenty of practice writing their ABCs and forming words that begin with each letter. - Fun letter sorts to help kids become successful readers. A great way to get kids on target to meet the Foundational Skills for Reading outlined in the Common Core Standards. |age recommendation||4-6 years| |grade||pre-K; kindergarten; 1st grade; 2nd grade; 3rd grade| |number of pages||64| |size||8 3/8" x 10 7/8"| |subject||reading & writing| Thank you, you will now be redirected to comparisons. Just a moment while we prepare the page Check In-Store Availability

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Early Literacy and Family Rituals Abstract (Summary)The purpose of this study was to extend the research on children's early literacy development by examining the practice of daily family rituals. The assumption was that the predictability and affective meaning that rituals provide would create an environment that fosters the development of literacy skills and motivation to learn. Measures included the PALS Prek, PPVT-III, and Family Ritual Questionnaire. Although there were no significant positive relationships between regular family rituals such as dinnertime and reading aloud practices and literacy outcomes, negative correlations were found between the assignment of roles on weekends, the routine of vacations, mother's work hours, and children's literacy scores. These findings may indicate some inflexibility among family members and not enough time spent in a variety of spontaneous literacy-building activities. School:Utah State University School Location:USA - Utah Source Type:Master's Thesis Date of Publication:05/01/2008

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Voices From the Field Reading and Writing About the World, Ourselves, and Others The publication Voices From the Field contains personal essays written by returned Peace Corps Volunteers, accompanied by standards-based language arts lesson plans and workshops that - Stengthen students' reading comprehension and writing skills. - Engage and inspire students to respond to the text and create original narratives - Broaden students' perspectives on the world and themselves. Read the full introduction to Voices, which explains how the book is organized and how best to use it. This publication is only available on the World Wise Schools website. Reflections on the Peace Corps - "At Home in the World," by Bill Moyers (pdf–153 KB) Heroes and Friends - "I Had a Hero," by Mike Tidwell (Central Africa: Zaire/Congo) - "'Magic' Pablo," by Mark Brazaitis (Central America: Guatemala) - "Cross-Cultural Dialogue," by Roz Wollmering (West Africa: Guinea-Bissau) - "On Sunday There Might Be Americans," by Leslie Simmonds Ekstrom (West Africa: Nigeria) No Easy Answers - "Ilunga's Harvest," by Mike Tidwell (Central Africa: Zaire/Congo) - "The Talking Goat," by John Acree (West Africa: Liberia) - "The Extra Place," by Susan Peters (Central Europe: Poland) - "A Single Lucid Moment," by Robert Soderstrom (Oceania: Papua New Guinea) The Appendix (pdf–207 KB) contains background information on the Understanding by Design educational framework, as well as reading comprehension strategies, tips on the use of journals, a list of references cited in Voices From the Field, credits, and acknowledgments. Download Voices From the Field Download Voices from the Field as a pdf file here. (pdf–2.3 MB)

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Find Ginyanga literacy development: a survey of attitudes and strategies on the new SIL International website. SIL Electronic Survey Reports 2008-020 Ginyanga literacy development: a survey of attitudes and strategies This paper presents results of a sociolinguistic survey of language attitudes concerning the Ginyanga language (Guang language family) of Togo. The survey was designed to determine a strategy for possible Ginyanga literacy development. Community and individual interviews were used to investigate contact patterns between Gikyode and Ginyanga speakers, Ginyanga speakers’ reported attitudes toward Gikyode, and their attitudes toward the development of their own language. General information concerning population, language use in the Ginyanga language area, and current literacy efforts was also gathered. Results were used to consider three possible literacy development scenarios: 1) the prospect of the Anyanga using Gikyode materials as they are, 2) the possible standardization of Gikyode and Ginyanga, or 3) the establishing of a CARLA (Computer Aided Related Language Adaptation) project for literacy development. The survey shows that there is frequent contact between Ginyanga and Gikyode language speakers. Anyanga attitudes toward both the Gikyode language and ethnic group are not negative and reported attitudes toward the development of their own language are positive. Based on the results of the survey, efforts for the standardization of Gikyode and Ginyanga are recommended. |Ginyanga literacy development: a survey of attitudes and strategies|

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The decade of the 1950s in the United States can seem eerily familiar to us now. It was also a period of unparalleled prosperity for most Americans, a time when America seemed the unquestionable master of the world. Americans showed little interest in international affairs or in politics generally, preferring to live comfortably in their suburbs, to upgrade their cars and other possessions regularly, and to enjoy the continual display of sports and entertainment on their television sets. When it comes to issues of education, what we are hearing today also recalls the Fifties. At the beginning of that decade, there was harsh criticism of the “progressive approach” that had seeped its way into elementary education. The historian Arthur Bestor blasted American schools in his much-cited Educational Wastelands (1953), and Rudolf Flesch seized the attention of millions of concerned citizens with his explanations in Why Johnny Can’t Read (1955). Today we read analogous denunciations—by polemicists such as Lynne Cheney—of “whole language” approaches to teaching reading and “fuzzy” approaches to the teaching of mathematics. In 1957, the quality of American education was thrown into further doubt by the unexpected launching of Sputnik; today, anxiety is raised by the poor test performances of American children when compared to children in Europe and East Asia. A far more obscure incident in American education occurred in 1955. That year, Milton Friedman, a rising star among American economists, wrote an essay entitled “The Role of Government in Education” (more widely circulated in his 1962 volume Capitalism and Freedom). Reflecting a widespread view among academics about the generally mediocre quality of American public education, Friedman contended that the schools, sluggish and monopolistic, were inherently incapable of reforming themselves. Friedman called for the opening of education to market forces. If energized groups of citizens were given access to public funds, he argued, they would establish schools that were distinctive and that embraced high standards. Competition among the new schools would serve to elevate their overall level and also stimulate the remaining public schools to reform themselves or risk oblivion. The upshot would be a healthier society, and, not coincidentally, profits for the most enterprising. A half-century before its time, Milton Friedman had written a charter for the changing educational landscape that we are witnessing in America today. Nearly thirty years later, in 1983, a presidential commission on education issued a deservedly influential report called “A Nation at Risk.” Chairman David Gardner, then at the University of Utah, and his fellow commissioners argued that American public schools were mediocre at best, and in too many cases, disgraceful. They indicted curriculums that were unchallenging and covered too many subjects too superficially. They drew sharp and unfavorable comparisons with the sober, hard-working, high-achieving students in other industrialized countries, both in Europe and in East Asia. In an apt if somewhat hyperbolic passage, the panel declared, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have … This article is available to online subscribers only. Please choose from one of the options below to access this article: Purchase a print premium subscription (20 issues per year) and also receive online access to all all content on nybooks.com. Purchase an Online Edition subscription and receive full access to all articles published by the Review since 1963. Purchase a trial Online Edition subscription and receive unlimited access for one week to all the content on nybooks.com.

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Bachelor's Degree in Mathematics Baldwin City Campus As a major in mathematics, you will use logical reasoning, problem solving and complex situational analysis as you develop the skills to succeed in a variety of fields. Mathematics provides tools used by scientists to explore the universe, used by engineers to design devices that shape our society and used by scientists and engineers to describe their results and designs. To understand our society and help shape its future, one must understand the influence of science and technology. This requires understanding mathematics and its uses. A fundamental component of a liberal arts education, mathematics is an important ingredient of many careers in science, engineering and technology. You can also work closely with advisers from the Department of Computer Science, Mathematics and Physics and the Department of Education to pass on this necessary skill to future generations. Baker offers teacher licensure in math at the middle and secondary levels, and math composes a portion of the elementary education degree.

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MagniS Perceptual Trainer Short Description: Educational, Game boosting Memory, Attention, concentration, maths, Logic MagniS Perceptual Trainer Long Description: What is MagniSmart? MAGNISMART is a resourceful and stimulating activity for children and produces phenomenal results in enhancing the fundamental skills of reading, writing, spelling and mathematics. It is both fun and easy to use for teachers and students. 5 sections, 20 games 150+ Movable characters, Great graphics Letters. Arrows, Shapes, Numbers Large help menu How can MagniSmart Help? MAGNISMART uses a multi-sensory and logical approach with systematic exercises which are introduced in stages. Academic skills such as reading and writing require a myriad of foundation skills which begin to structure themselves from birth. The Magnismart Activities and Games attempt to exercise the perceptual skills necessary for Literacy and Math. These neurological pathways, unfortunately only establish themselves if they are exercised or stimulated. It is essential that the foundational skills are established before the formal instruction of reading and writing to prevent learning difficulties. The magnets used on the three tiered work board are appealing to young children and the skills are taught through exercises, which are perceived to be games, children are therefore learning through play. The software programme Perceptual Trainer is very popular amongst students and is based on the same concept, the graphics and the three tiered grid are the same, but eliminates the kinesthetic or tactile aspect of using the magnets on the grid. Special Offer Available Now The best results are using an interactive approach between the two systems. Coloured arrows are introduced before the abstract form of graphics (letters) to set the foundation and expectations upon which all other skills are built. Unique to the MAGNISMART programme, is the work board with the three tiered grid. The vocabulary associated in using the spacing and positioning on this grid orientates and facilitates the pupil in conceptualizing the sizing, position and placing of letters, numbers and later words. The trial sample produced excellent results. It has therefore been decided to copyright this grid system to ensure protection. When should the Magnismart Program be introduced? Ideally the program should begin at the pre-school level where the fundamental or pre-reading/writing/arithmetic skills are introduced. The software programme may be used at any stage as it is designed to enhance and stimulate memory and vital perceptual skills. It is accepted that pupils who are slow to make progress in reading and spelling and later develop learning problems can be attributed to the fact that they were not ready when formal instruction of reading and later spelling were first introduced. MAGNISMART may also be used as a part of a support programme for students who encounter difficulties in learning to read, to spell or are slow to grasp number concepts. There is a manual available for parents to encourage parental involvement in their childrens education.

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The Best Start Kindergarten assessment helps teachers identify the literacy and numeracy skills of each student at the beginning of Kindergarten. The assessment helps teachers develop effective learning programs to build upon what students currently know. Each child's achievement and progress in class is assessed by their teacher(s). Teachers use a variety of ways to assess their students including observing their work in class and looking closely at the work they produce. They make assessments of their students' progress throughout the year. Teachers will also make judgements twice a year of each student's achievement compared with the expectations described in each key learning area (KLA) syllabus. In Years 1-6, their judgements are made on a 5 point achievement scale, using A-E or the word descriptors; Outstanding, High, Sound, Limited and Basic. Schools have the option to use either A-E or these words. The written report to each child's parents provided by each school twice a year, will also include a written comment with strengths and areas for improvement for all KLAs. Kindergarten students' progress will be reported through the descriptions provided by teachers in their comments. The policy in public schools for Curriculum planning and programming, assessing and reporting to parents, K-12 is on the DET policies website. The expectations for each learning stage (Early stage 1, Stage 1, Stage 2 and Stage 3) are summarised in the NSW Board of Studies Foundations Statements. The Board of Studies provides information about assessing and reporting student achievement in each KLA against the common A-E scale through the Assessment Resource Centre. Reporting software is available for schools whose testing authority is the NSW Department of Education and Communities through the School Measurement and Reporting Toolkit (SMART).

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The children will be exposed to a comprehensive phonics instruction program that is effective for the students and just plain fun!! The publishers at Hampton-Brown have developed wonderful instructional materials for the early childhood classroom. The program entitled Phonics and Friends, easily transitions students from phonics to literacy. The program builds phonemic awareness, introduces sound-letter association, models decoding strategies and helps build emergent reading skills. The program also provides a wide range of strategies for meeting individual needs as well as user- friendly assessment tools for the teacher. To build phonemic awareness the program includes sing along songs, Big Books and CD's. To introduce sound-letter association, 26 letter Rhyme Cards are provided. The front side of the card is a memorable rhyme and the backside demonstrates letter formation. To model decoding strategies, 26 Big Phonics Storybooks are provided. The Storybooks include predictable, patterned text with many words representing the target sound and letter with fun characters in a delightful story. To build emergent reading skills the program has 26 Sound and Letter Packs, each pack containing six copies of the Phonics Storybook in small format. The children try out newly acquired phonics skills in these leveled pattern books. The stories promote instant recognition of high-frequency words. A Sing-Along Song and Story Tape with Picture Word Cards are also included. St. Stephen's Armenian Elementary School has always maintained high academic standards for their curriculum and provides the best quality instructional materials to meet these standards. Reviews are conducted regularly of the school's instructional materials in all subject areas. It gives us great pride to strive to provide the most innovative and challenging programs available.

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We talk a lot about literacy here. The ability to read and write. Math literacy. Science literacy. But what does it mean to be artistically literate? A document issued last week by the National Coalition for Core Arts Standards takes a stab at this question. The coalition has drafted a framework for forthcoming arts education standards. And one of the central issues it tackles is defining artistic literacy. At the heart of it is a belief in the need to "do" art, or to make it. "Artistic literacy is the knowledge and understanding required to participate authentically in the arts," the document says. "While individuals can learn about dance, media, music, theatre, and visual arts through reading print texts, artistic literacy requires that they engage in artistic creation processes directly through the use of materials (such as charcoal or paint or clay, musical instruments or scores...) and in specific spaces (concert halls, stages, dance rehearsal spaces, arts studios and computer labs)." The framework identifies four fundamental "creative practices" for the arts: imagination, investigation, construction, and reflection. And as you might imagine, it makes the case that these activities come in handy not just in artistic enterprises, but in plenty of other realms, such as math and science. In the forthcoming arts standards, these four creative practices are "a springboard and bridge for the application of the artistic practices" across disciplines. The National Coalition for Core Arts Standards is composed of nine arts and education organizations working to develop a "next generation of voluntary, research-based arts education standards" that build upon an earlier set created in 1994. Those organizations are the: • American Alliance for Theatre and Education; • Arts Education Partnership; • College Board; • Educational Theatre Association; • National Association for Music Education; • National Arts Education Association; • National Dance Education Organization; • State Education Agency Directors of Arts Education; and • Young Audiences. Scott Jones, a senior associate at the Arts Education Partnership, a member of the coalition, highlighted a few things for me over email about the framework to help better contextualize and understand this work. First, unlike the earlier voluntary standards, he said the new ones are "designed to provide teachers and school leaders with concrete guidance on how to authentically assess arts learning." To that end, "sample cornerstone assessments" will be embedded within them, he noted. The framework notes something we've all heard often: "If [something] is not assessed, it will likely be regarded as unimportant." And so these sample model cornerstone assessments will be provided throughout the standards to illustrate the type of evidence needed to show attainment of learning. Such assessments are "embedded" in the curriculum rather than external standardized tests that "drop in," the framework notes. They're intended to engage students in applying knowledge and skills in "authentic and relevant contexts." Second, Jones said the standards writers are mindful of not creating the arts standards "in a vacuum." Rather, NCCAS is working with the College Board and many of its partners to ensure the standards reflect work being done in other disciplines, especially the Common Core State Standards. (For more on the intersections of the arts with the Common Core, check out this recent EdWeek story. Third, he said the standards will include a focus on critical thinking, problem solving, and the ability to express oneself, skills that "support educational goals outside the arts classroom." In addition to defining artistic literacy and outlining the creative arts practices, the framework document guides readers through the historical context for arts education and standards and the foundational research and philosophical basis for the work, notes a press release issued last week. The framework promises that the standards are designed to serve the "eminently practical purpose" of improving teaching and learning in the arts. They also are being written "with one eye on the realities faced by our nation's ... school districts in the 21st century. Key among those realities is increased attention to accountability for instruction and the outcomes [that] should be expected of instruction in the arts." You can finds lots more information about the arts-standards project here. A public draft of the standards is expected to be issued in June.

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- Part I: Severed Ears - Part II: Getting the Teams Wrong - Part III: Fun With Memorization - Part IV: Opinion vs. Fact - Part V: Misinterpreting Research - Part VI: The Homestretch In the comments, TMAO defines BL as "balance of phonics instruction, instructional reading, authentic reading at an independent level, vocabulary instruction, comprehension skill development, response and H.O.T. development, and finally writing." I think many teachers would agree with this definition. But, I think it includes things that are typically included in any good phonics program (vocab, comprehension, reading of authentic texts reading at an independent level, response and H.O.T.) and doesn't sufficiently specify the all important interplay between phonics, intructional reading, and use of authentic texts which determine whether the program is really phonics or whole language. Anyway, I want to write about this later this week, but for now I'd like to hear how others, especially early reading teachers, define Balanced Literacy. Anyway, onto Part I of the Reading Wars.

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Free Uniforms and School bags: Provision of free and compulsory Primary Education to all children up to 14 years of age is one of the Directive Principles of state Policy of the Constitution of India according to Article 45.Most importantly, the National policy on Education has given unqualified priority for achieving UEE by shifting the central thrust from mere enrolment to all three dimension of UEE namely enrolment, retention and quality in learning. In line with the constitutional directive, the successive plan of both the center and the individual state have given overriding priority for Universalisation of Elementary education subsequently, such plan efforts have resulted in some improvement in access at primary level. Poverty and economic deprivation are those factors that are responsible for children’s non-participation in school. Those factors demand special governmental interventions to promote better participation of such children. Increased access to the schooling facility has increased number of children from even lower income families. Their retention in schools until compulsory stage depends upon effective programmes like mid day meal scheme, free supply of school uniform, text books, regular health check up etc,. The main Objectives of distribution of Uniforms is : - To provide free and compulsory education to all children up to age of 14 yrs. - To retain the children enrolled in the schools until compulsory stage. - To bring equality among all children in the schools. The scheme of supplying free uniforms to children attending school existed even before independence. However deliberate and concerted efforts to introduce free uniform supply as an incentive system began in the year 1961, when the State Government promulgated the compulsory Primary Education Act. Free Uniforms are distributed to all boys and girl students from class 1st to 10thstudying in Govt and Govt aided school. Uniforms with different size –size 1 for class 1st and 2nd std boys and girls, size 2 for 3rd and 4th std boys and girls, size 3 for 5th, 6th and 7th std boys and girls, size 4 for 8th,9th and 10th std boys and 8th std girls and next size for class 9th and 10th girls are distributed.

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http://www.schooleducation.kar.nic.in/pryedn/uniforms&bags.html

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> . . . Copying a drawing that is projected upside down is a good activity . . . IS COPYING A GOOD LEARNING EXPERIENCE? They grow up visually handicapped as compared to those who learn and become competent under the instruction of a good drawing teacher. If you do not have an art teacher, you do the best you can. You learn by copying and you learn from drawing books that give the formulas from drawing experts who are trying to sell books. Our brains develop quite differently when we learn to compose flat pictures from things that are three dimensional than when we merely imitate a picture. Also, our brains develop quite differently when drawing from formulas out of drawing books than when learning to figure out our own conclusions from our own observations and experimentations. I hope for brains that can think on their own based on their own observations, experiences, and experiments. I honestly fear a world in which brains that have been taught to believe in and depend on experts. Ok, before I start I just wanted to tell Marvin that I respect his thoughts and ideas. I quite often use his web site to get ideas- thank you, Marvin. I understand what you say about copying vs. observational drawing, however, not all students are spatially intelligent. These students need other ways of learning to draw. Some students find it difficult to know where to start in an observational drawing, because they caught up in all the details. In order for these students to enjoy drawing they must experience a sense of achievement or success. This is where copying comes in. Copying a 2D picture or drawing is easier than drawing from life. Plus, copying a drawing that is upside down is a way to shut down the critical side of the brain and hopefully activate the creative side. The goal is for the student to feel confident about his or her work. Once confidence is built then you can move on to observation of real life. I am an artist and a certified art educator. I was a self-taught copier until high school. I copied anything that interested me. It was the only way I knew to be artistic. Was this wrong? No, it was not. It was a huge part of my art education. Throughout school I was considered a talented artist. In high school I was introduced to observational drawing and my realistic drawing abilities greatly improved. In college, observational drawing was extremely important, but we also went to the Museum of Fine arts weekly to copy from the Masters. Observational drawing may the preferred way to teach drawing skills but please do not discriminate against copying. It does have its place in art education. Having said that I tell my high school students who are serious about improving their artistic abilities to draw, draw and draw some more

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http://www.getty.edu/education/teacherartexchange/archive/Aug06/0202.html

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en

Have The Franklin Institute come visit you! We bring our signature brand of science to you with hands on science activities for kids, bringing you engaging activities designed specifically with elementary and middle school kids in mind. These Traveling Science assemblies provide fun science experiments for kids, complete with interactive learning that creates infectious enthusiasm that spills over into the classroom! Many exciting topics are covered in the Franklin Institute’s traveling science programs. Developed with support from NASA, Eye to Sky teaches you all about astronomy and how our eyes can see things from light-years away. The Scientific Method puts you into the mind of a scientist to learn the thought patterns responsible for so many amazing discoveries. Experience the training that is used to prepare astronauts for space exploration with the Life in Space show. The Franklin Institute also provides traveling science shows for kids age 3 to 5. These special preschool shows provide fun science education activities about lights and colors, water, motion, and gravity. Traveling Science events, presented by Sunoco, Inc., are ideal for schools, scout events, parties, community events, and any other occasion that calls for some interactive and fun science for kids. The Traveling Science shows also serve as a perfect supplement for in-class science education. You’ve visited us, now it’s time we pay you a visit! Energize your students with science! We bring exciting hands-on, engaging science fun to your school, with programs both large and small. Choose from these specially-designed programs for ages 3 to 5, featuring song, dance, puppetry, and hands-on activities. Maximize the educational value of your Traveling Science Show and find out about discount opportunities.

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https://www.fi.edu/traveling-science

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With all the budget cuts and art-hating affecting schools so drastically, kids get an average of 2 1/2 minutes of art education per week, with 2 of those minutes spent cleaning up. Adults need to step up and fill in a lot of these gaps where our children are being cheated. To help you ensure that the special child in your life learns some of the basic rules of art-making, I have prepared a little guide. (Homeschooling parents: feel free to use this as part of your curriculum.) 1. Always lead in with praise. When your kid brings home a finished project for your perusal, they’ll expect you to hang it on the refrigerator, so throw them a bone. Hang it for the afternoon, then you can start correcting it when they go to bed. 2. It’s important to be thorough, but not overly harsh when correcting each mistake. They need to know they’ve done something wrong, but still feel free enough to use their imagination to correct the mistake. 3. Kids need to learn that line quality is king. If their drawings are all shaky and not well-placed, their drawing will fail, and no one will take them seriously. I like to use this catchy acronym when teaching this concept to my kids: MS. DLOYWF or, make strong deliberate lines or you will fail. 4. Color choices. They need to be shrewd and really bring their drawings to life through their color schemes. Nothing says amateur faster than misuse of complementary colors- or worse- overuse of tertiary colors! KWIM? 5. Composition is king. Time and time again, these kids don’t pay attention to how their subject matter fills and interacts with the space, and they simply must put more forethought into these decisions. It makes me sick when I see- yet again- a drawing of a cute little puppy- crammed onto the left side of the paper. The white space will swallow your subject up, people! Not cool. 6. Making the drawing isn’t enough. Kids should realize that they will have to not only explain the reasoning and intentions behind their drawings, they’ll also need to defend those choices to critics. Urge them to really delve into their subconscious to discover the driving forces behind their art-making. I hope this has helped even a little bit with helping to hone your children’s art skills. Sometimes it’s tough to be the one to point out their shortcomings, but after all, you are your children’s first, and most important teacher.

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http://tinyrottenpeanuts.com/how-to-critique-your-childs-artwork/

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Technology is everywhere in our lives these days and it’s finally becoming integrated with education as well. Sharing with us today is Eugene Cantera of the Dallas School of Music, Inc. Technology in Music Education Now more than ever music educators have the opportunity to expand the horizons of the profession. I recently read a blog that argued ‘technology in music education can never replace the care and nurturing of a great educator’. That’s like saying ‘the microwave oven will never replace an executive chef’. It’s an invalid argument and moot point at best. The microwave will not make anyone a great chef but most all great chefs have one in their kitchen and know how to use it to their advantage. Technology is only as good as those using it – it won’t make a poor teacher any better. But what technology can do is allow educators to share their thoughts and ideas easier and allow us to reach new markets and encourage more learning at all levels. Technology can create a sense of community among learners and better communication between students, educators, and peers. Technology can also help keep learning materials, practice notes, and digital files neatly organized and accessible 24-7 in one location. On of the best reasons for adopting tech in music education is that it gives educators an opportunity to share our expertise with more potential music makers than ever before. And more people playing music and enjoying its benefits means a boost for instrument manufacturers, print music publishers, recording artists, concert halls and yes… teachers both in and outside of the traditional classroom! We believe that more people (especially adults) becoming interested and involved in music making will undoubtedly lead to more passionate support for the music in our schools. Technology is here to stay. An entire generation has accepted tech as ‘normal’ and have come to expect tech to be part of nearly every aspect of their lives. As music educators, we need to be open to using technology to present our ideas in current and relevant formats. Let’s not be the last profession to ‘come around’!

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http://www.lessonlogs.com/technology-in-music-education/

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Multimedia informational resources have been a boon for learners across disciplines. Witness some of the apps we’ve reviewed: Pyramids 3D, Bobo Explores Light, Al Gore’s Our Choice and Leonardo da Vinci: Anatomy. Now there’s The Orchestra, which brings the sights and sounds of London’s Philharmonia to readers and listeners everywhere. Don’t miss it. For those who didn’t grow up immersed in orchestral practices, trying to understand the art and its ensembles may seem daunting. Even a seasoned musician may open The Orchestra (Touch Press, $13.99; Gr 3 Up) and wonder, where do I begin, for the options are vast. Starting with the commentary of the conductor, Esa-Pekka Salonen, will give listeners a flavor of London’s Philharmonia Orchestra, and open their minds to the complexity of Salonen’s task. His level of thought and his narrative are deep; as the engineer and artistic guide for the orchestra, he speaks at a level suitable for high school or college students. But there is plenty in this app that will have a place with students as young as the elementary grades; for example, the individual showcases for each orchestral instrument. Each showcase consists of a photo of the instrument that can be enlarged and rotated 360 degrees; a video narration and demonstration of the sounds that instrument produces; a written entry; a “Did You Know?” fact; a keyboard (showing the range of the instrument); and an orchestral excerpt performed by the artist during an ensemble performance. Percussion instruments have touch pads to mimic the sounds made by drums. Many of the musicians’ video narratives are endearing (particularly the brass section, notably Katy Wooley’s French Horn video and Alistair Mackie’s on the trumpet), which make the instruments instantly accessible. This section would be also useful for young people trying to determine which instrument to study, for each video explains the working of the instrument and depicts a musician playing it. The snare drum excerpts are wonderful and worth a special mention. Continuing through the app, users have a choice of orchestral pieces that highlight specific instruments. Claude Debussy’s Prélude à l’après-midi d’un faune and Igor Stravinsky’s Firebird are two examples, but the real joy in listening to these pieces comes from the commentaries provided by the musicians and the conductor. There are also opportunities to to listen (with or without full score) to thoughtful conversations amongst orchestral members concerning the expression, technique, and even conducting style while watching the orchestra perform. It is fascinating. When principal flutist Samuel Coles confesses, “I spend whole days practicing flute so that I can forget technique…(in concert)” viewers will gain a new appreciation for the work that goes into creating art. The text is no less engaging than the audio-visuals. Penned by Mark Swed (chief classic music critic of the L.A. Times), it covers the history of the orchestra, makes suggestions on how to listen to orchestral music and interpret a score. Of special note in the introduction is the mention of El Sistema, the Venezuelan music education program, which has created a moral and social system based on its 125 youth orchestras. The power of orchestral music is compelling; this app provides unique and rich experiences that can be appreciated by both beginners and professionals.—Pamela Schembri, Newburgh Enlarged City Schools, Newburgh, NY Eds. note: You’ll hear from the conductor and the musicians on the trailer for this app. For more app reviews, visit our Touch and Go webpage.

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http://www.slj.com/2013/01/reviews/apps/touch-and-go/on-stage-with-londons-philharmonia-orchestra-touch-and-go/

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Music is a vital component of humanity and culture, and every human being has an aptitude for music. Music is one of the most accessible and universal languages, spanning all cultures and ages. It is a mode of expression that captures what is inexpressible through words in a meaningful and positive way. Because of this, music education is essential in the school curriculum, teaching students a combination of life skills in a way no other subject can emulate. As a teacher, I hope to inspire a love for many different types of music in my students, foster critical thinking skills that apply to the music they play and to which they listen, facilitate the acquisition of lifelong learning skills (developing confidence to overcome obstacles, discipline, and basic coordination), and prepare my students to function effectively in groups. In order to fulfill my philosophy, I hope to incorporate learning through a variety of methods. I will treat each of my students as individuals, tailoring my instruction to their needs. I will try to consistently remain animated and enthusiastic, offering motivation and encouragement rather than constant criticism. Also, I will maintain an organized and stimulating classroom environment. By giving clear, simple instructions (embedded with repetition) and respecting my students, I hope to foster relationships through music. Overall, I will support my students’ musical efforts and emphasize the process more than the product, and through doing so, I hope to dispel an intimidation of music so that students can learn to study music, discover its value, and find it to be fun and meaningful. During private lessons, I focus on improvement in technique, tone, and expression as a foundation for musical understanding. My goal is to increase students’ appreciation and understanding of musical concepts and performance, inspiring them to become independent musicians. Tunes for Tots is designed to prepare children to become musical in three ways, according to the First Steps in Music curriculum: - “Tuneful” – to have tunes in their heads and learn to coordinate their voices to sing those tunes. - “Beatful” – to feel the pulse of music and how that pulse is grouped in either twos or threes. - “Artful” – to be moved by music in the many ways music can elicit an emotional response.

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http://www.cblmusicstudio.com/p/music-philosophy.html

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en