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NAPLAN is not a test of content. Instead, it tests skills in literacy and numeracy that are developed over time through the school curriculum. Excessive test preparation using previous tests is not useful. NAPLAN tests identify whether all students have the literacy and numeracy skills that provide the critical foundation for their learning, and for their productive and rewarding participation in the community. Students are assessed using common national tests in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy. NAPLAN tests broadly reflect aspects of literacy and numeracy common to the curriculum in each state or territory. The types of test formats and questions are chosen so that they are familiar to teachers and students across Australia. ACARA provides example tests so that teachers and students can get a sense of the ‘look and feel’ of the tests and to understand what types of questions are asked. NAPLAN tests are not tests students can ‘prepare’ for and previous NAPLAN tests are not available on this website. Students should continue developing their literacy and numeracy skills through their school curriculum because the tests contain questions similar to those that are undertaken in regular classroom learning and assessment. From 2013, practice questions will not be included in any of the Year 7 and 9 tests. Feedback indicates that practice questions for Year 7 and 9 students are unnecessary as these students are already very familiar with the types of questions used in the tests. Practice questions will continue to be included for Year 3 and 5 tests. Year 3 example NAPLAN tests Year 5 example NAPLAN tests Year 7 example NAPLAN tests Year 9 example NAPLAN tests

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Details about Creative Thinking and Arts-Based Learning: “Why should educators be concerned about creative thought and artistic expression at a time when tough talk about academic standards, teacher accountability, and international ranking on tests dominates the educational scene?” Creative Thinking and Arts Based Learning, Fifth Edition , argues that the ability to think in innovative and productive ways is a survival skill in a world where we are inundated daily with information. The authors’ vision for this book is that it will equip practitioners in the fields of early childhood and elementary education to influence schools and communities to regard the creative processes and artistic products of children’s minds with a new appreciation and respect. In order to achieve this goal, the authors have grounded their content with the very latest theory and research on creative thought and play. They have provided case studies in every chapter where real teachers describe how they have integrated play and the arts into their curriculum. They have included opportunities for self-reflection in their Teachers Reflection feature and their Your Reflections feature. They have offered a collection of self-expressive activities and suggestions for teachers to use that are grounded in child-centered practice. Yet, while encouraging the incorporation of play and the arts, they have also acknowledged the importance of meeting the benchmark standards at the local, state, and national levels through the Meeting the Standards feature in every chapter and the Chapter by Chapter Cross Referenced Appendix of National Standards. New To This Edition: NEW! Provides research, tips, and specific suggestions for diverse learners--In the section on Curriculum Accommodations for Diverse Learners (Chapters 1, 2, 4, 5, 6, 7, and 8). NEW! Shows how to integrate play and each of the art forms across the curriculum in the easy to read charts throughout the book–Charts are done by content area. NEW! Connects the text to MyEducationLab–Features video clips and artifacts that illustrate the key points. NEW! Includes a Chapter-by-Chapter Cross-Referenced Appendix of National Standards–Shows how and where the content of each chapter meets national standards in the arts, the content areas, and in early childhood teacher education.

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NO Hard Study, NO Trying to Remember Anything, and NO Translating Inside Your Head! Learning to speak English or any language used to be hard work, with hard study, trying to remember so many new words and how to say them, a long period of time taking so many really boring lessons, taking a long time to learn very little. That has all changed with iMagicEnglish. This new method is easy and funny, and you will speak and understand English very quickly without any hard study, memorizing or translating! Difficult to believe, but TRUE! This study of Anglo-American legal discourse is the first comprehensive discourse analysis of American legal language in its prototypical setting, the trial by jury. With ethnographic data gathered in a civil jury trial, the book compares the discourse processing of the legal participants and the lay jurors in the trial.This study, examining an entire trial, finds that it is constraints at the level of a Foucauldian discursive formation that prevent lay understanding. 50 Studies Every Internist Should Know presents key studies that have shaped the practice of internal medicine. Selected using a rigorous methodology, the studies cover topics including: preventative medicine, endocrinology, hematology and oncology, musculoskeletal diseases, nephrology, gastroenterology, infectious diseases, cardiology, pulmonology, geriatrics and palliative care, and mental health. For each study, a concise summary is presented with an emphasis on the results and limitations of the study, and its implications for practice. 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 Speak English or What?: Codeswitching and Interpreter Use in New York City Courts This book presents a study of interpreter-mediated interaction in New York City small claims courts, drawing on audio-recorded arbitration hearings and ethnographic fieldwork. Focusing on the language use of speakers of Haitian Creole, Polish, Russian, or Spanish, the study explores how these litigants make use of their limited proficiency in English, in addition to communicating with the help of professional court interpreters. Based on the latest research available, INTRODUCTION TO LEARNING AND BEHAVIOR, 4e equips students with a clear introduction to the basic principles of learning and behavior. Designed to apply learning theory and principles to the presentation of learning, it vividly illustrates how learning principles work in both animals and people. The authors clearly demonstrate how the study of learning helps solve practical problems, such as improving study skills, improving relationships, raising children, and effectively stopping smoking. Paul Lancaster & MaryAnn Coull, "Life in the UK Test - Citizenship study guide and audio CD-ROM" Valid for all British citizenship and settlement tests taken from 2 April 2007. Updated to reflect changes in study materials provided by the Home Office. Life in the UK Test: Study Guide is the only book you need to study for the Life in the UK Test. This comprehensive study guide contains everything needed to study for and pass the Life in the UK Test

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Learn something new every day More Info... by email Music in early childhood development has long been theorized to have a strong correlation with numerous cognitive functions. It has been proven through many studies of the past century to have a great impact on spatial reasoning, creative ability, and other aspects of cognition. For this reason, music in early childhood development has seen an increase of inclusion in scholastic programs. The early childhood years, namely birth to the age of six, represent an extremely impressionable time in the ears and minds of young people. The young mind is like a malleable sponge, absorbing any type of information thrown its way and able to be molded in a number of ways. This is not the same as the way that adults process music. Many other disciplines, aside from music, such as language, are much more difficult to learn after the window of childhood closes. Researchers call the period until age six the music babble stage, deeming it a critical opportunity for music in early childhood development. This is similar to the language babble period and is a chance for the young to unscramble aural images of music and put them into cultural context. The youngest infant who may seem incapable of seemingly simple tasks is even able to identify changes in frequency, melody, and stimuli, suggesting an acuity for music from birth. In terms of music in early childhood development having an effect on other areas of the brain, there is some research suggesting a truth to this. Many creative regions of the brain overlap, so stimulation by musical development is thought, in turn, to promote healthy development of related cognitive tasks. Intuitively, it also promotes musical ability later in life. This may also work negatively, as negative musical influences can not only prevent development but can also impair baseline ability. Other research suggests that there is also an academic link between positive exposures to music in early childhood development and success in school. One such study, which examined the self-claimed Mozart Effect, suggested evidence that physical and mental health are positively impacted through music. This impact is illustrated both in children and adults, explaining the creation of many therapeutic programs that associate music into a strategy for individual well-being. Due to the somewhat intangible nature of studying music in infants and young children, there are always doubters and those who question researchers of the validity of linking music in early childhood development and success in other endeavors. That being said, the overwhelming majority is in support of such early education, genuinely believing in the benefit and trusting the integrity of studies that prove these points. There is little harm that music can do in these early phases of life, giving another substantial reason for the integration of music education into the early years of a person's life. It is never, ever too early to start introducing children to music. I don't remember when I didn't hear music growing up. My mom had an extensive record collection and played it for us, so I grew up on 50s standards and big band music. I could sing "Chattanooga Choo-Choo" when I was five. I think music does for small children what nothing else can do. It engages every part of their brains. I mean, think of how many kids learned The Preamble from singing it with the "Schoolhouse Rock" cartoons on Saturday morning! I was singing it was I was four or five, for sure. I also learned grammar, math and history because of that series. Music should be an integral part of every child's environment. 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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Dyslexia Training Program The Texas Scottish Rite Hospital for Children has been conducting a very successful dyslexia training program, which is a reading intervention program providing phonics instruction to dyslexic children. For students afflicted by dyslexia, the progress of reading and spelling skills is delayed in spite of instruction. It is believed that three inputs assist reading development in such children: - a phonetic training program which is highly structured, with strong emphasis on the alphabet - repetition and drill to make up for verbal memory deficits - the use of multisensory methods to stimulate mental representations without using language These qualities are contained in the Dyslexia Training Program, a corrective reading program developed from the Orton Gillingham method. The Dyslexia Training Program is of two years’ duration, at the end of which dyslexic students have demonstrated much improved reading comprehension and recognition compared to their previous levels. There was no difference in the improvement achieved by students who were given the Dyslexia Training Program live from instructors and those who received it by videotape. This dyslexia training program, which comes as a video instruction series, has helped thousands of children improve their reading and overcome dyslexia related problems over the past twenty years. This dyslexia training program is best suited to school children in the 2nd to 5th grades. The dyslexia training program is a two year, comprehensive course that fills in the gap in school districts where a properly trained teacher or a dyslexia therapist is not present. The series provides classroom instruction and an onsite facilitator takes care of individual needs and monitors the progress made in the classroom. Because of the presence of the facilitator who is trained in dyslexia instruction, the dyslexia training program can be conducted successfully every year irrespective of any changes in the teaching staff. Structure of dyslexia training program For students, the training program provides 336 lessons on DVD and instructions by two dyslexia therapists on DVD. For the staff and educators, the training program provides five training and orientation modules and additional teaching strategies to make the programs more effective. What the dyslexia training program is about The program teaches spelling and reading with a particular emphasis on alphabetic code knowledge and phonemic awareness through systematic and direct instructions. The lessons are multisensory and address five components: Phonics, Phonemic awareness, Vocabulary, Fluency and Reading comprehension. The dyslexia training program consists of daily lesson plans which introduce the students to opportunities and new concepts to practice their skills in Reading, Alphabet knowledge, Spelling, Handwriting and Listening & Reading comprehension. The dyslexia training program is based on clinical research done by leading educators and clinicians, and continues to be used more and more extensively not only in Texas, the US, but all over the world. The effectiveness of the dyslexia training program has been supported by a study conducted in 1998 by the Journal of Learning Disabilities. Information on the dyslexia training program and order form are available on the Internet, and supplemental materials and workbooks may also be ordered. Am I Dyslexic

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On October 23rd, the Thomas B. Fordham Institute hosted an event, entitled “Common Core & Curriculum Controversies,” it featured a series of discussions regarding Common Core math myths, Common Core aligned texts, and Common Core implementation. During one session Dr. Tim Shanahan, Professor of Urban Education at the University of Illinois Chicago, noted that most teachers (roughly two-thirds) place students according to reading levels and not grade levels. Furthermore, he elaborated that students’ rankings are often decreased by one or two levels. Far too often, students are assigned to reading levels that are below their current grade levels and are rarely given the opportunity to catch up with other students who are consistently progressing within the areas of literacy and reading comprehension. Due to this phenomenon, countless students are not offered opportunities to interact with challenging materials and concepts that they may be capable of learning and understanding, because most of them are promoted throughout the years without gaining the necessary basic literacy and reading comprehension skills (for examples, look at the New York City Department of Education, the Saint Louis Public Schools, or a new law in Florida). Ultimately, this practice brings about issues within the spheres of workforce development and education which lead to further problems pertaining to employment. Students who graduate high school lacking basic literacy and numeracy skills are likely to encounter difficulties when entering the workforce– in fact, many individuals with low literacy skills are more prone to drop out of school prior to graduation. Concerning unemployment, studies show that approximately 27 million American are unable to complete forms necessary for employment, such as job applications. In addition, people with literacy-related deficiencies are more likely to have limited job options and lose their jobs. Many workforce development and education organizations, while directly assisting individuals with low literacy skills in obtaining employment, are tasked with the responsibility of helping individuals to improve their literacy and reading comprehension skills as a means of helping them to effectively and efficiently join the workforce. Due to funding structures and reporting requirements that emphasize impossibly quick gains, organizations with the goal of catching individuals with low literacy skills up to sufficient literacy levels are finding that their objective is hampered from the start. In many cases, even when individuals with low literacy skills do obtain jobs, they are often categorized by employers as individuals of lower qualification and skill levels, therefore often earning lower wages. This is partly a result of the fact that individuals with a limited number of qualifications and skills are often hired to perform low-paying jobs that don’t revolve around complexity and skillfulness. Furthermore, in the long run, people with low literacy skills are 16.5 times more prone to rely on welfare and other forms of income support. They are also more likely take on jobs that lack social benefits, to experience more barriers when attempting to exercise socio-economic mobility, and to be victims of poverty. In fact, 43% of adults who live in poverty are of low literacy. Many of the potential issues that individuals face, in regards to employment, could have been avoided in the early stages of their adolescence. It is no secret that one’s life is often decided for them by their educational placement in elementary, middle, and high school. In order to prevent the future generation from experiencing these reoccurring dilemmas, it is pivotal that parents, teachers, policymakers, and other organizations work together to ensure that every student is able to reach their full potential and showcase their abilities before they are assessed and placed incorrectly.

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Scope and Sequence In this section of the curriculum website you will find some information about how to scope and sequence learning and why developing a scope and sequence is important. |The breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student’s school life).All that you do in a given period.| |sequence||The order in which content is presented to learners over time. The order in which you do it.| |Together a scope and sequence of learning bring order to the delivery of content, supporting the maximising of student learning and offering sustained opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the missing of significant learning.| The new curriculum framework is a scope of learning. You might want to add to that scope in terms of the worthwhile learning your school wishes to include. The framework also offers a sequence of learning developed across four bands of development. The task of schools is to decide which part of the scope of learning happens at what point within a band of development, i.e. what content is for what year level or group of students. Teachers must decide the sequence of the learning within years, courses and units of work. The scope of learning in a school (all the content to be learned and experienced) is usually organised into what we call ‘curriculum organisers’ – e.g. KLAs, or integrated themes. · Do the ELAs fit into your curriculum organisers? · Do you need to evaluate your curriculum organisers? Once there is agreement on appropriate curriculum organisers you need to map where the ELAs sit. Examples and templates of different ways to map your curriculum are included in this section. Doing this ensures that the essential content is embedded into your school documents and that all areas of learning sit in the appropriate place in terms of scoping and sequencing learning. Are the curriculum principles addressed in how you sequence learning? Having established where the ELAs sit the next step is to look at the essential content for each band of development and year group within your school. The reason this work is important is because much learning depends on prior learning e.g. in order to understand a concept in geography or science it may be that some particular numeracy skills are needed. In order for effective learning to occur, this content must be in the right sequence. This involves careful sequencing across KLAs as well as within them. Schools approach the process of creating a scope and sequence of learning differently depending on the sector, structure and school size. Template for Scope and Sequence - Later Adolescence (Word, 177kb) Template for Scope and Sequence - Primary (Word, 69kb) Sample of ELA Mapping - Melba High (Word, 774kb) Sample of ELA Mapping - O'Connor Cooperative School (Word, 755kb) Sample of ELA Mapping - Torrens Primary (Word, 60kb)

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The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand. Learning Designs and Teaching Strategies includes teaching and learning resources/materials and teaching activities that seek to facilitate learning. An independent UK inquiry into the strategic and policy implications for higher education of the experience and expectations of learners in the light of their increasing use of the Web 2.0 or Social Web technologies that enable communication, collaboration, participation and sharing. This Australian project developed an advanced immersive learning environment for engineering students to deepen and enhance their knowledge and understanding of the design, operations and risk management of complex process systems. The environment provides virtual access on the desktop to major industrial operations that serve also for improved industrial operator training. This pilot study sought to improve the vocational learning and literacy development of learners through the making of their own digital stories. The findings were that digital story telling supports vocational learning and literacy development, reflective conversations encourage deep learning, and collaboration fosters empathy and transformative learning. This report presents the outcome of an experimental design to investigate the impact of persuasive and affective SMS text messages on students’ self-regulated learning strategies while attending an introductory information systems course, with a focus on supporting Māori and Pacific learners.

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This was written by Pedro Noguera, Peter L. Agnew professor of education at New York University. By Pedro Noguera While it might seem encouraging for education and civil rights leaders to assert that poverty isn’t an obstacle to higher student achievement, the evidence does not support such claims. Over 50 years, numerous studies have documented how poverty and related social conditions — such as lack of access to health care, early childhood education and stable housing — affect child development and student achievement. The research never suggests that poor children are incapable of learning or that poverty itself should be regarded as a learning disability. Rather, research suggests that poor children encounter obstacles that often adversely affect their development and learning outcomes. To ignore this reality and make bold assertions that all children can achieve while doing nothing to address the outside-of-school challenges they face is neither fair nor a sound basis for developing public policy, as I wrote in a recent issue of the Phi Delta Kappan Magazine. Despite compelling evidence that education policy must at least mitigate the harmful effects of poverty on student achievement and child development, most state and federal policies have failed to do so. However, there is growing awareness among a number of educators, mayors, and policy advocates of the need to do so based on the realization that a great deal can be done to counter the effects of poverty on children’s lives and their education. Mitigation is not the same as solving a problem, but it’s nonetheless an important strategy. In Newark, N.J., for example, the Broader, Bolder Approach (BBA) reform plan is developing a comprehensive school reform strategy. Operating in seven schools in Newark’s Central Ward (six kindergarten through 8th-grade schools and one large comprehensive high school), BBA has introduced school-based interventions that are responsive to the issues and challenges. BBA is working to: • Expand learning opportunities by providing quality early childhood education and extending the school day; • Enrich the curriculum through enhanced literacy development in all content areas and greater emphasis on project-based learning; • Build critical partnerships that will strengthen the capacity of schools to respond to student needs and enable community interests to come together so parents and their allies can hold schools and their leaders accountable for academic outcomes. The BBA strategy draws on research that suggests a more comprehensive approach is needed to increase academic outcomes for poor students and to improve schools that serve them. Specifically, the BBA strategy aims at combining research-based education strategies with school-based social services, after-school programs and interventions to increase the capacity of schools to respond to issues that are endemic to the social and environmental context, such as the need for health, nutrition, jobs and safety. The BBA strategy is based on the theory that improving the schools could spur economic development and improve the quality of life for a greater number of residents. Though this proposition has never been tested at such a large scale before, the theory behind BBA is based on the recognition that education is both a cause of many of the problems that plague the city and a potential solution. BBA seeks to transform schools by creating a series of strategic partnerships between schools, businesses, universities, hospitals, local government and an array of neighborhood-based service organizations. The BBA strategy also seeks to change how urban public schools typically serve low-income children of color and their families. In many low-income urban communities, complacency, low expectations, disorder and dysfunction are endemic to the public schools. In such schools, failure has been normalized, and change often seems impossible. American policy makers and reformers must be willing to accept the obvious: School reform efforts can’t ignore the effects of poverty on children’s lives or on the performance of schools. We need a more holistic strategy, one that enables schools that serve the most disadvantaged children to meet their academic and social needs so that they can overcome a track record of failure. As promising as it is, the BBA strategy can’t do this by itself. It must be combined with state and federal reforms that promote enriched learning environments, that make it possible to attract and retain excellent teachers, and that create clear criteria for accountability of all stakeholders in the education process — educators, parents and students. Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it!

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Lay the foundation for literacy development by providing your baby with visual stimulation. Hover over each Learning Benefit below for a detailed explanation. What you need: - empty plastic bottles (shampoo, baby powder) - washcloths with interesting designs - baby socks - fabric paint - magazine pictures - contact paper What to do: Try these creative and easy ways to provide visual stimulation for your baby. - Changing-table toys. Collect a variety of items such as a small, clean, empty baby powder container or empty lotion bottle, which an older baby will enjoy holding during changing time. Let your baby select an item, and, as she holds it, name it for her. As baby gets older, she will begin to associate the shapes of the bottles and print designs with the name of the item. - Washcloth books. Collect several washcloths that have interesting designs on them and sew them together at one end to make a fabric book. Cuddle with your baby and "read" the book together. Describe and point to what you see. Your baby can use the book in her crib, in her car seat, and, of course, in the bath. - Sock puppets to wear. Babies love to kick up their feet and grab their toes. Use brightly colored fabric paint or fabric markers to paint bright colors and funny faces on the front of your baby's socks. Sew small yarn pom-poms onto the ends of the socks. - Highchair visuals. Cut out a variety of interesting pictures from a magazine to affix to the highchair tray — pictures of children eating and favorite food items are especially appealing. Cover the tray with clear contact paper. While your baby eats, point to and describe the pictures. Eventually baby will be able to point to the pictures herself and use words to identify what's in them! Recommended Products for Your Child Ages 0-2

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The task of elementary education is to give children an understanding of humanity and the world they live in, to offer them knowledge so rich and warm as to engage their hearts and wills as well as their minds. Such an understanding is the basis of all real learning in later years. With the completion of the eighth grade the students should have a well-rounded general picture of human life and universe. This last year of elementary school should not only bring all previous experiences to a new peak, but enable the students to enter fully and potently into the life of their own time. The Grade 8 history curriculum strives to span the time from Elizabethan England through the 20th century by looking at the social, political and economic climates surrounding revolutions through individual biographies, art, literature and pertinent readings. Aspects of American history (The Revolutionary War, the Declaration of Independence, the U.S. Constitution, Civil and World Wars) become familiar territory. The history of revolutions and its world-wide impact is also explored. Geography takes up the same theme, showing the role played by every part of the earth in modern industrial civilization. A comprehensive picture is given of the relation of mineral resources and plant and animal life to the life of human beings in various regions of the world (world economic geography). Physics lessons complement these historical and geographical surveys. The practical uses made of man’s new knowledge of all the physical sciences are thoroughly explored. In addition to further studies in acoustics, thermodynamics, mechanics, climate, electricity and magnetism, the students are now introduced to hydraulics, aerodynamics, and meteorology and ecology. Chemistry is also considered in relation to industry. Organic chemistry includes an overview of the nature of and experiments with sugars, starches, proteins, fats and oils. Mathematics also emphasizes the practical applications of arithmetic, algebra and geometry. Demonstrations in plane and solid geometry lead to problems in the measurement of surfaces and volume. The study of graphs is introduced. Man is again the subject of nature study through anatomy and physiology of the human organism, observed from the standpoint of form and movement (skeleton, muscular systems, and the senses). The anatomy of the ear and the eye are also often brought at this time. In Language Arts eighth graders learn to edit their writing, summarize written work, and solidify their grammar skills (passive and active verbs, direct and indirect objects, clauses and phrases, pronouns). The spoken work continues with more oral reports including biographies, modern history, and geography. Poetry continues to be a lively part of the main lesson. The class play is often Shakespeare or a modern play with rich use of language. Each individual now begins to understand a point of view and the dramatic themes used in acting. In Spanish students continue to review vocabulary, conjugate verbs, and accomplish some sophisticated reading in English of the political geography of Latin America. The hope is to present in the future more sophisticated understanding of Latin America, the Moors in Spain, the Irish in Mexico, and slavery in the Caribbean. Music takes up Elizabethan music, American music, symphonic form; eurythmy complements other studies with exploration of poems with contrasting moods. In chorus and orchestra, the students learn more complex and challenging vocal and instrumental arrangements, demanding attention in the lesson and more instrument practice outside of class. Eighth graders are usually invited to join the high school chorus, which provides them the opportunity for an even greater awareness and experience of vocal music. Recorders continue to be played in main lesson, with the bass recorder added in 7th or 8th grade to the already proficient soprano and alto players, allowing for four-part harmony. Painting concerns itself for the first time with studies of highlights and shadows in portraits and landscapes. Machine sewing, darning, artistic hand-sewing projects, soapstone carving, and carpentry devoted to big projects requiring real skill and imagination culminate eight years of handwork. The Middle School Dance Program is intended to bring to the students a measure of proficiency, confidence, and cooperation in movement when dancing and offers a Fall and Spring Middle School Dance. The dances taught include swing, cha cha, waltz and foxtrot. These dances require partners, which promote a socially healthy exchange between the boys and the girls. The 8th grader has the opportunity to perfect his or her abilities in movement and rhythm, learning how to lead and follow a partner with expanding confidence. In gym additional sporting activities are introduced, while attention is given to perfecting technique and learning through practice. Emphasis is on sportsmanship.

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Besler looks on as the elementary school student peers intently through the microscope at the test plate. Besler, a junior majoring in elementary education, helps the student adjust the lenses, and the pond water sample—complete with microorganisms too small for the eye to see—comes into focus. moment, the child is captivated; but then, like most of the other first through eighth grade students, she finds herself distracted by the next station over, where another group of kids are digging for worms. Besler and her Northern Arizona University peers observe as these 40 students from the STAR (Service to All Relations) school spend the day on campus learning from future teachers. teaching the students, the education majors in the ECI 306 class are learning, too. trying to think like kids,” Besler says. “Their thinking process is so much more broad then ours, so it’s our goal to try to connect with them on that students Besler worked with came to visit the College of Education from the STAR School. Twenty-five miles east of Flagstaff, this school is located on the southwestern corner of the Navajo Nation, and primarily serves Native American students from preschool through eighth grade. The curriculum is innovative in its approach, combining traditional Navajo values and a community-based outlook with sustainability – for example, the school is run entirely on solar-powered single-day event is only one component of an ongoing partnership between the university and the STAR School. Many education majors go to STAR for their student teaching experience, and STAR students benefit from a variety of activities offered on campus. day, STAR students were engaging in inquiry-based activities, which involved having them take an active role in their education. Jeffrey Bloom, a professor in the College of Education who helped organize the trip, noted that for many of the STAR students, the university visit itself was educational. plants a seed,” Bloom says. “There’s an opportunity for them, post-high school. These kids get to see the possibilities for themselves.” and a fellow instructor, James Manley, tried to teach the Northern Arizona University education majors that great learning requires a guiding hand, not an really want to engage kids and see the magic of their brilliance as a teacher, you have got to let them go, and let them have the experiences,” Bloom explains. Fun in learning experiences, like digging for worms and using the microscope to examine microorganisms, were designed to be both fun and engaging. For example, Tayla Swaw, a junior majoring in special and elementary education, took her group of students outside to participate in an activity that might have drawn a harsh glare from a teacher in a traditional classroom setting: the folding—and flying—of paper make them all the time, so when they hear about paper airplanes, they get really excited and just want to go and play with them,” Swaw explains. “Sometimes the classroom management is difficult, but it teaches you that you have to do hands-on work for them to learn this stuff.” activities were seemingly less straightforward. One area of the classroom had been set aside for several mind puzzles and building constructs for students to work with. With very little prompting from their older mentors sitting amongst them, the STAR students took initiative, teaming up and working together to solve the puzzles – one of which involved adjusting weighted objects to get a piece of cardboard to balance on a tennis ball. children are really thinking and trying to figure things out for themselves,” Tomko, a junior elementary and special education major, worked with the students. She explains the activities with the STAR School students mimic new teaching techniques being administered in the classroom. opinion, and in the opinion of a lot of other teachers, the U.S. is going toward a very conformative way of teaching, where all students learn in a very traditional, guided manner,” Tomko says. “But, if you were to walk into a classroom that was inquiry-based, there would be students all over. It will look like chaos, but there’s control in there.” other words, Tomko says, elementary students can learn the same way that many students at Northern Arizona University are taught. teaches them a lot of responsibility by having to learn on their own,” Tomko explains. “It's amazing to see them get motivated and start talking to their

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If your child walks on his or her toes or the ball of the foot, often referred to as toe walking, Good Shepherd is here to help. Toe walking can be part of natural development, and is fairly common in children who are pulling to stand, walking along furniture and early stepping. Children often experiment with walking on their toes in their toddler years; however they shouldn’t exclusively walk on their toes. Early diagnosis of toe walking is important to identify the underlying cause and treat the impairments to prevent future issues with balance, flexibility and motor skill development. At Good Shepherd, toe walking is typically treated by a physical therapist. Therapy may include stretching, strengthening, serial casting, orthoses, desensitization activities and instruction in a home program Levels of care: If your child is toe walking exclusively (or most of the time), it may be caused by: For more information on the Good Shepherd’s toe walking rehabilitation services or the Good Shepherd Pediatric Rehabilitation Program , contact us , call 610-776-3100 or Request an Appointment .

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From video games to cell phone apps, making sign language easier to learn. Put on the gloves. Turn on the camera and...action! Nine-year-old Thomas Nelson is playing a video game called "CopyCat," which is a unique and fun way to learn sign language. Thomas was 2 years old when doctors determined he was profoundly deaf. His mother, Cheryl Nelson, says he couldn't hear the sound of a honking horn from an oncoming truck. "My first thought when I found out he was deaf was I was never going to hear my son tell me that he loved me," recalls Nelson. Six years later, Thomas not only signs "I love you" to his mother, she signs back. Nelson is in the minority in her ability to sign with ease. American Sign Language (ASL) is not an easy language to learn. It's equivalent to an English speaker learning Japanese. Studies show as many as 75 percent of hearing parents of deaf children never become fluent signers. "So that means only 25 percent of the kids are really getting good sign language at home," notes computer scientist and Georgia Tech professor Thad Starner. "They're so behind in learning the language that they're not really learning the lessons in school." Alarmed by these statistics and with support from the National Science Foundation (NSF) and the Department of Education Institute of Education Sciences, Starner began to develop interactive tools, such as "CopyCat," to make sign language easier to learn for both the deaf and the hearing communities. For example, Starner and his team are developing a cell phone app called "SmartSign" to help hearing people, such as Nelson, who get stuck on a word. So, let's say she doesn't know how to sign the word "careless." She picks up her cell phone and says "careless" into the speaker and up pops a person signing "careless." It takes seconds to do. "It gives you the sign," exclaims Nelson. "Wow! That's a huge help. We carry our cell phone everywhere." There's even a fun quiz that helps parents practice signing almost anywhere. Starner's colleague, Jeff Wilson, is reviewing and practicing sign language while he waits for the bus. "You speak the word you want, it uses voice recognition and it'll just bring up the video right for you," he says. And, even though his son, Wyatt, can hear, Wilson started teaching him simple signs months before Wyatt could talk. "Whenever we gave Wyatt a bottle of milk, we would do the America Sign Language sign for milk. Eventually, he would start doing it without any prompting. You don't have them crying. They tell you what they want," explains Wilson. So instead of crying for his bottle, Wyatt knows the sign. Wilson says it makes for less cranky kids when they can communicate their needs. "CopyCat" is being developed primarily for classrooms. A child like Thomas will put on special gloves with motion sensors and sit in front of a large computer screen. The screen is divided. In one section, there is a person signing a phrase for the child to emulate. A camera tracks the child's hand movements and when Thomas signs correctly, he earns points and moves to the next level. The center of the screen is where the animated action takes place. "So 'CopyCat' is an educational game where children have to help Iris the cat find where evil monsters have stolen something. Iris is a blue-eyed white cat. Blue-eyed white cats are mostly deaf. Iris is the mascot of the game," explains Starner. "We've tested 'CopyCat' in three different schools and each time, we're seeing significant results in just two weeks," continues Starner. "The children actually were able to improve their ability to understand sign, be able to generate sign and to repeat sign phrases. This is very exciting. It's a great way to learn." Starner's team is also developing an English-to-American Sign Language dictionary. And, they're even adding sign language to classic cartoons, such as "The Three Bears," and more recent children's animated literature, such as "Danny and the Dinosaur," to enhance language and literacy development in a fun, enjoyable manner. Explore further: New research says Anne Frank likely died a month earlier More information: For more information about "SmartSign," "CopyCat" and other ASL tools and resources, go to the Center for Accessible Technology in Sign (CATS)

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more How to deal with bullying Bullying is a highly emotive subject for children and parents. If you think your child may be being bullied, the next step is encouraging them to open up to you about it. Many children will need some help from their parents to open up and talk about any bullying or issues. For expert tips on broaching the bullying subject with your child, read on? Many kids who are being bullied (one in five, suggests research) will not voluntarily talk to their carers or teachers about what's happening. They will need some coaxing and to feel they are safe to reveal what they're going through. Try these tips when broaching the subject of bullying with your child: - Take time to genuinely listen to what's happening, making it clear they are not to blame. - Acknowledge and show you understand their negative and painful feelings, taking care not to be dismissive. - Offer comfort, empathy and support. - You will also likely feel anger or sadness about the situation - try not to show these feelings, instead staying strong in front of your child, being careful not to over-react or under-react. - Resist the temptation to rush out in anger to immediately try to solve the problem. - Many children actually believe what the bully says about them - or somehow believe they deserve it. Talk to them about the situation and tell them that there is never an excuse for bullying, that no one deserves it. Talk to your child about a plan of action - for example, talking to the school and seeking solutions. Find more bullying solutions and information - 15 solutions to bullying and cyber bullying - Helping when your child is bullied - How bullies pick their victim - My child is a bully - What makes a bully - What is bullying - Bullying definitions - Is your child being bullied - How to deal with bullying - What parents can do about bullying - When your child is a bully, here's what to do - How to talk about bullying and cyber bullying - Cyber bullying: here's what it is and how to tackle it - How parents can prevent bullying - School policies on bullying - 10 signs your child is being bullied This article was written by Fiona Baker, former editor in chief of Mother & Baby, Pregnancy & Birth and Wondertime magazines, for Kidspot, Australia's leading parenting and pregnancy resource. Sources include Bullying No Way, National Centre Against Bullying, Raising Children Network, and Bullying Hurts.

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Our language arts program is the vehicle that ensures students develop the strategies and skills they need to comprehend and communicate effectively. Reading, writing, listening, speaking, viewing and presenting are addressed within our curriculum under the language arts content standards provided by the state of Connecticut. All strands are active, constructive processes and taught as interrelated and interdependent. Literacy development is greatest when written, spoken and visual communication are taught in context. Students are expected to be active learners who are flexible and prepared to grow as they organize, analyze, revise, evaluate and synthesize information. Students are also encouraged to develop an appreciation and respect for all forms of literacy. The purpose of the language arts curriculum is to foster life-long learners, thinkers, collaborates and communicators. Our goal is to prepare students to use the language arts proficiently as productive members of a global society. Standard 1: Strategic Reading Overarching Idea: Students students apply strategies to recognize words, to read fluently, to monitor and correct reading, and to comprehend text. Guiding Question: How do we understand what we read? 1.1 Students use appropriate strategies before, during and after reading in order to construct meaning. 1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation. 1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. 1.4 Students communicate with others to create interpretations of written, oral and visual texts. Standard 2: Exploring and Responding to Text Overarching Idea: Students respond to a variety of texts (literary, informational and persuasive) presented in a variety of multimedia formats. Guiding Question: How do a variety of texts (literary, informational and persuasive) enrich our lives? 2.1 Students recognize how literary devices and conventions engage the reader. 2.2 Students explore multiple responses to a variety of texts (literary, informational and persuasive). 2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thought. 2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts. Standard 3: Communicating with Others Overarching Idea: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences. Guiding Question: How do we write, speak and present effectively? 3.1 Students use descriptive, narrative, expository, persuasive and poetic modes. 3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task. Standard 4: Applying English Language Conventions Overarching Idea: Students apply the conventions of standard English in oral, written and visual communication. Guiding Question: How do we use the English language appropriately to speak and write? 4.1 Students use knowledge of their language and culture to improve competency in English. 4.2 Students speak and write using standard language structures and diction appropriate to audience and task. 4.3 Students use standard English for composing and revising written text.

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In 1764 the first printing press was established in the French Caribbean colonies, launching the official documentation of operas and plays performed there, and marking the inauguration of the first theatre in the colonies. A rigorous study of pre-French Revolution performance practices in Guadeloupe, Martinique, and Saint-Domingue (now Haiti), Powers's book examines the elaborate system of social casting in these colonies; the environments in which nonwhite artists emerged; and both negative and positive contributions of the Catholic Church and the military to operas and concerts produced in the colonies. The author also explores the level of participation of nonwhites in these productions, as well as theatre architecture, decor, repertoire, seating arrangements, and types of audiences. The status of nonwhite artists in colonial society; the range of operas in which they performed; their accomplishments, praise, criticism; and the use of creole texts and white actors/singers a visage noirs (with blackened faces) present a clear picture of French operatic culture in these colonies. Approaching the French Revolution, the study concludes with an examination of the ways in which colonial opera was affected by slave uprisings, the French Revolution, the emergence of "patriotic theatres," and their role in fostering support for the king, as well as the impact on subsequent operas produced in the colonies and in the United States. An important and exciting new work, David Powers's "From Plantation to Paradise? "engages the nexus between art and society, documenting not only the elaborately staged, eighteenth-century performances of French opera in the Caribbean colonies but also the participation of enslaved and freed blacks as musicians (singers and instrumentalists) in this repertoire-even as the operatic texts supported colonialism and racial stereotypes. Through her entwined examinations of the music education offered by Jesuit missionaries to the enslaved, the importance of ceremonial music within the racially segregated military units of whites and free coloreds in the maintenance of colonial authority, and the lavish productions of French operas that embodied the accepted racial and social hierarchies, Powers makes signifi cant contributions to African-Caribbean studies, French colonial history, and French baroque opera.--Ellen T. Harris, Class of 1949 Professor Emeritus, Music and Theater Arts, MIT Audience: Tertiary; University or College Number Of Pages: 218 Published: 22nd July 2014 Publisher: Michigan State University Press Country of Publication: US Dimensions (cm): 25.4 x 17.8 x 1.8 Weight (kg): 0.55

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The Power of Diversity: Increasing Ethnic Diversity in Elementary Education Cohorts at CWU's West Side Centers As Washington State's schools become ever more diverse, this is an exciting and important time to increase the diversity of teachers - from preschool all the way through the elementary grades. The teaching profession is one of the most satisfying and rewarding careers choices someone can make, and it is imperative that this pathway is open, smooth, and attractive to all future educators, especially students of color who reflect the exciting diversity of K - 6 classrooms. Across the nation, the education system still has a long way to go in breaking down the barriers that stand in the way of a genuinely pluralistic teaching corps. National and state demographic data indicate our public schools are staffed by 85% white teachers while children of color are 50% of the student population - and significantly higher in major urban areas (Banks, 1999). Our sponsors have joined with Central Washington University in a yearlong initiative to increase ethnic diversity in the education cohorts at the west side centers. The goal of this project is to have well trained teachers who are capable and competent to teach diverse student audiences. This goal is achieved by pursuing the following objectives: Reading in a classroom - High School Students Objective 1: CWU faculty delivers information about teaching careers to high school students in Highline, Auburn, Kent, Federal Way, Renton, Tacoma and Seattle School Districts. - Community College Pre-Cohort Objective 2: Establish strong and enduring relationships with South King County community college faculty, staff and students. - Central Washington University Cohort Objective 3: Advance diversity in the teacher education program at Central Washington University-Des Moines. - Cohort Graduates Objective 4: Recruitment and lifelong services for student graduates. Cohort graduates receive job placement services before and after graduation. PO Box 13490 Des Moines, WA 98198-1007 Des Moines Center

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more Age to start:Golf Australia conducts a program entitled Go-Go Golf aimed at introducing children aged 9 to 15 years to golf. This is a common age bracket for children to begin learning and playing the game of golf. It is recommended that children start golf at upper primary to early secondary school age. Rules of the game: The basic rules of golf are: - A round of golf consists of 18 holes by which each hole is assigned a par score as to how many shots should be taken before getting the ball in the hole. - A player begins by taking a tee shot. A tee shot is taken from between but not in front of the tee markers. - A player must play the ball as it lies. - When on the putting surface you must putt the ball at the hole with the flagstick removed - Once you successfully putt the ball in the hole you mark down how many strokes it took for you to do this. This will give you an indication as to whether you are playing the course better or worse than par. - Find a full list of golf rules Golf is a game suitable for both boys and girls. Ideally children can begin to learn the basic skills of golf when they are in their upper years of primary school or early years of secondary school. Golf is a non contact sport that promotes a healthy and active lifestyle for children. Risk of injury is low with golf promoting physical fitness and mental application. Sign up dates for joining a golf club or booking a golf lesson can occur at any time throughout the year. Contact your local golf club to enquire about membership fees or how to book a golf lesson from the club professional. In order to successfully participate in golf you require; - Excellent hand/eye coordination - Mental strength and the ability to work through difficult situations - A sound level of physical fitness Find golf clubs in your area: Find more relevant information and articles: - Softball is another ball-and-stick sport your kids may enjoy - A healthy snack for active kids, get the recipe for Muesli Biscuits - Find fundraising ideas for the kids' sports teams at Kidspot Social - Find information on all year round sports for kids - Sports-mad kids will love a sports camp during the next school holidays

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On January 8, 2002 the No Child Left Behind Act was officially signed into law. This federal legislation required states to create standards identifying their exact learning content for reading and math in grades 3-8. State governments responded as directed by constructing official standards to guide classroom instruction and promote student achievement. Recently, the Common Core Standards were developed to provide a more consistent understanding of what students are expected to learn. Teachers can bring this website into their classrooms with the confidence that their curriculum is being strengthened in regards to state standards. Addressing these standards, in turn, prepares students for the high-stakes, standardized tests that are ever present in elementary education.Standards For Our Games When I've done flash cards, they aren't in to it. This is more fun and colorful for them. I can tell they are wanting to learn their facts faster as a challenge.Mrs. Breedlove Success Story in Olathe, KS Aligning the joy of gaming with practicing math transforms the experience and invites students to learn in an environment they are comfortable with.Mr. Sprankle Success Story in Wells, ME Many of the students play video games all the time at home. This was a way to let them enjoy their playing time but to practice a skill at the same time.Mrs. Smeltz Success Story in Lititz, PA The math games have improved the student's grades in timed tests and have boosted the student's confidence in their math abilities.Mr. White Success Story in New Baltimore, MI

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AJEC Vol. 35 No. 3 September 2010 In this issue: - Family day care is for normal kids: Facilitators and barriers to the inclusion of children with disabilities in family day care - Findings from an evaluation of an intervention targeting Australian parents of young children with attachment issues: The ‘Through the looking glass’ project - Exploring transition through collective biographical memory work: Considerations for parents and teachers in early childhood education - What will my teacher be like? Picture storybooks about starting school - Early childhood teachers’ understandings of and provision for quality - Curriculum implementation: Decisions of early childhood teachers - Early childhood professionals as a source of social support: The role of parent–professional communication - Culturally strong childcare programs for Indigenous children, families and communities - Promoting children’s social and emotional wellbeing in childcare centres within low socioeconomic areas: Strategies, facilitators and challenges - The Effects of the Art Education Program on Drawing Skills of Six-Year-Old Gifted Children in the High Socio-Economic Status in Turkey - Constructing leadership in child care: Epistemological beliefs and transformational leadership - Influences of the family and childcare food environments on preschoolers’ healthy eating - What does being an early childhood ‘teacher’ mean in tomorrow’s world of children and family services? - Gender and leadership styles in children’s play - Exploring engagement at ArtPlay: What factors influence the engagement of children and families in an artist-led community-based workshop? - ‘I want to play when I go to school’: Children’s views on the transition to school from kindergarten.

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Education in the arts is a critical part of Rock Point School. Every student takes an art class as part of the core curriculum, often in addition to an elective class based in the arts. We do this because we believe that the arts are a powerful tool for education in general, and especially for the kind of education we seek to do at Rock Point School. Building Knowledge and Skills Art education helps students develop not only their knowledge and skills in the arts, but also their self-knowledge and social skills. The arts provide a forum for safe expression, communication, exploration, imagination, and cultural and historical understanding. The skills and experience that students develop by learning to perform, create, and respond to works of art provides another form of literacy. Students’ problem-solving and critical thinking skills are enhanced, adding to overall academic and personal success. Developing Confidence and Expression For some students art is what fuels them, enriching their days. For others, it is a new way of expressing themselves and pushes them to try something outside their comfort zone. Regular participation in the arts develops self-confidence, self-discipline, persistence, and the knowledge of how to make multiple revisions to create high quality work. Due to the collaborative nature of art, students develop crucial skills in cooperative decision-making, leadership, clear communication, and complex problem solving while working with others. Reaching a Broad Range of Learning Styles Artistic endeavors and creative assignments inherently lend themselves to differentiated instruction, which allows students with varied learning styles to seamlessly adapt their assignments. Without being “instructed,” students have choices that encourage setting individual goals in a challenged-by-choice environment. Students have more input throughout the creative process, resulting in a greater margin for a student to experience success in an academic setting. In addition to a rewarding outcome and a self-esteem building experience, these students are learning how to be successful with their strengths and challenges. This is the basis of practicing resourcefulness.

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Development and Validation of the Diabetes Numeracy Test (DNT) Creators: Huizinga, Mary, Elasy, Tom A, Wallston, Kenneth A, Cavanaugh, Kerri, Davis, Dianne, Gregory, Rebecca P, Fuchs, Lynn S, Malone, Robert, Cherrington, Andrea, DeWalt, Darren A, Buse, John, Pignone, Michael, Rothman, Russell L - File Type: pdf | Filesize: 220.1 KB - Date Added: 2012-08-24 - Date Created: 2008-05-01 Abstract Background Low literacy and numeracy skills are common. Adequate numeracy skills are crucial in the management of diabetes. Diabetes patients use numeracy skills to interpret glucose meters, administer medications, follow dietary guidelines and other tasks. Existing literacy scales may not be adequate to assess numeracy skills. This paper describes the development and psychometric properties of the Diabetes Numeracy Test (DNT), the first scale to specifically measure numeracy skills used in diabetes. Methods The items of the DNT were developed by an expert panel and refined using cognitive response interviews with potential respondents. The final version of the DNT (43 items) and other relevant measures were administered to a convenience sample of 398 patients with diabetes. Internal reliability was determined by the Kuder-Richardson coefficient (KR-20). An a priori hypothetical model was developed to determine construct validity. A shortened 15-item version, the DNT15, was created through split sample analysis. Results The DNT had excellent internal reliability (KR-20 = 0.95). The DNT was significantly correlated (p < 0.05) with education, income, literacy and math skills, and diabetes knowledge, supporting excellent construct validity. The mean score on the DNT was 61% and took an average of 33 minutes to complete. The DNT15 also had good internal reliability (KR-20 = 0.90 and 0.89). In split sample analysis, correlations of the DNT-15 with the full DNT in both sub-samples was high (rho = 0.96 and 0.97, respectively). Conclusion The DNT is a reliable and valid measure of diabetes related numeracy skills. An equally adequate but more time-efficient version of the DNT, the DNT15, can be used for research and clinical purposes to evaluate diabetes related numeracy.

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Professional Development | Reading/Language Arts Center VOLUME I, NO. 1: Early Intervention "Preventing Reading Problems: Factors Common to Successful Early Intervention Programs," by Dr. John J. Pikulski, Professor of Education, University of Delaware. Research suggests that the majority of reading problems are preventable, if students receive extra support. John Pikulski examines the common characteristics of some successful early intervention programs. VOLUME I, NO. 2: Phonics "The Role of Phonics in the Teaching of Reading," by Dr. John J. Pikulski. Phonics is an essential part of a comprehensive approach to the teaching of reading. John Pikulski reviews current phonics research and proposes the essential components of an effective program for development of word identification skills and reading fluency. VOLUME I, NO. 3: Phonics in Invitaciones "The Role of Phonics in Invitaciones," by Margarita Calderón, Alan Crawford, Gilbert Garcia, John J. Pikulski, and Tina Saldivar. Recent research in both English and Spanish substantiates the importance of well-designed phonics instruction, and has specific implications for the teaching of reading in Spanish. This paper shows how those research conclusions guided the development of Houghton Mifflin's newly published Spanish reading program, Invitaciones. Education Place | Copyright © 1998-2001 Houghton Mifflin Company. All Rights Reserved. Terms and Conditions of Use

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30-day money-back guarantee (less shipping and processing fees). For ages 6 to 7. Learn to Read First Grade Level 1 is designed to help kids learn the building blocks of reading to help them become confident readers. It teaches: - Beginning consonant blends Designed in conjunction with leading educators, award-winning authors, teachers and parents, the new Hooked on Phonics® Learn to Read gives children the fundamentals to become confident readers. The instructional approach and techniques used in this program are based on research and address each stage of the child’s reading development. Hooked on Phonics Learn to Read systematically builds from introducing letters to sounds, then to words and sentences, incorporating more complex sounds and blends with each step. Our program is: - Developed using research on phonics, phonemic awareness and oral language, alphabetic knowledge and print awareness. - Based on our learn-practice-read approach and systematic phonics instruction and now with multisensory materials. - Built on the premise of a learning arc. Children learn to read at different stages of their development. As a result, the Learn to Read program is broken up into an educational arc that addresses each stage of the child’s reading development - Developed in conjunction with leading educators, renowned children’s authors, and parents. Each lesson is designed to take about 20 minutes a day.

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The exhibition Bauhaus 1919–1933: Workshops for Modernity finally comes to an end next week. As a final event of the various public programs we have offered in conjunction with the exhibition, we will present a symposium this Friday, January 22, entitled Before and After 1933: The International Legacy of the Bauhaus. The event will bring together a vast array of international scholars to talk about the remarkable diaspora of Bauhaus intellectuals that, following the school’s closing in 1933, spread throughout various parts of Europe, the Americas, and even Africa, contributing to the establishment of a modern design style and branching out into various pedagogical models and practices that to this day lie at the core of the curricula of art and design schools worldwide. Here at MoMA—both among staff members and those who came to the related public programs and workshops—we are also left with plenty of food for thought regarding the enduring legacy of that famous school. For me, some of the most interesting questions regarding the Bauhaus legacy have to do with the notion of the professionalization of the artist in the twentieth and twenty-first centuries. In his 1919 Manifesto and Program, Walter Gropius famously declared that “art is not a profession which can be mastered by study,” and that “there is no essential difference between the artist and the craftsman,” finishing with a call for a “new guild of craftsmen without the class distinctions that raise the barrier between a craftsman and the artist.” For all of us familiar with art education, we know that many art schools’ first-year programs are indeed rooted in the integration of the visual arts that was once proposed by the Bauhaus curriculum, but that these schools also openly break with Gropius’s pedagogical philosophy to “professionalize” the visual artist. Many scholars like Howard Singerman have explored the notion of what it means to educate a “professional” artist (and what it means, for instance, to obtain a PhD in studio art). At the end of his book Art Subjects, Singerman argues that art schools essentially teach students a “self-aware” practice, where the “artist is both the object and the subject of university training”; in other words, students learn a much-needed language to address their own specialties. In this sense, it would be impossible to go back to the flattening of the field once proposed by Gropius, as art making is now a historicized and self-aware practice. Still, when we look at the utopian spirit that fueled those Bauhaus parties, those collaborative efforts, and their extraordinary creative result, and when we compare it to the career-oriented programs that center on self-promotion and other strategies to rise in the art market, one can’t help but wonder if we have overdone it in the professionalization camp. What kinds of boundaries or territories should we be exploring now to revitalize the art profession in the same way the Bauhaus did ninety years ago? Even if one agrees with the current mechanisms for the professionalization of the artist, it doesn’t hurt to ask.

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Spatial Theories of Education Policy and Geography Matters Edited by Kalervo N. Gulson, Colin Symes Routledge – 2007 – 290 pages Series: Routledge Research in Education This collection of original work, within the sociology of education, draws on the 'spatial turn' in contemporary social theory. The premise of this book is that drawing on theories of space allows for a more sophisticated understanding of the competing rationalities underlying educational policy change, social inequality and cultural practices. The contributors work a spatial dimension into the consideration of educational phenomena and illustrate its explanatory potential in a range of domains: urban renewal, globalisation, race, markets and school choice, suburbanisation, regional and rural settings, and youth and student culture. 1. Knowing One’s Place: Educational Theory, Policy, and the Spatial Turn Kalervo N. Gulson and Colin Symes 2. The Spatial Politics of Educational Privatization: Re-reading the US Homeschooling Movement Claudia Hanson Thiem 3. Mobilizing Space Discourses: Politics and Educational Policy Change Kalervo N. Gulson 4. Space, Equity and Rural Education: A ‘Trialectical’ Account Bill Green and Will Letts 5. GIS and School Choice: The Use of Spatial Research Tools in Studying Educational Policy Chris Taylor 6. Disability, Education and Space: Some Critical Reflections Felicity Armstrong 7. Working the In/visible Geographies of School Exclusion Pat Thomson 8. Warehousing Young People in Urban Canadian Schools: Gender, Peer Rivalry and Spatial Containment Jo-Anne Dillabough, Jacqueline Kennelly and Eugenia Wang 9. Education and the Spatialization of Urban Inequality: A Case Study of Chicago’s Renaissance 2010 Pauline Lipman 10. On the Right Track: Railways and Schools in Late Nineteenth Century of Sydney Colin Symes 11. Student Mobility and the Spatial Production of Cosmopolitan Identities Michael Singh, Fazal Rizvi and Mona Shrestha 12. Public-Private Partnerships, Digital Firms and the Production of a Neoliberal Education Space at the European Scale Susan Robertson 13. Deparochializing the Study of Education: Globalization and the Research Imagination Bob Lingard 14. Trade Unions, Strategic Pedagogy and New Spaces of Engagement: Counterknowledge Economy Insights from Columbia Mario Novelli Kalervo N. Gulson is a lecturer in Educational Studies in the Faculty of Education, Charles Sturt University, Australia. He is on the editorial board of Race, Ethnicity and Education, and on the editorial advisory board of Critical Studies in Education (previously Melbourne Studies in Education). His research employs spatial theories to explore the interplay of urban change, education policy and identity/subjectivity. He has published in journals such as Discourse: Studies in the Cultural Politics of Education and Journal of Education Policy. Colin Symes lectures in the School of Education at Macquarie University. He is a co-editor of the Asia-Pacific Journal of Teacher Education. His book Setting the Record Straight: A Material History of Classical Music, published by Wesleyan University Press, was a recipient in 2005 of a Deems Taylor Award from the American Society of Composers, Authors and Publishers. Recent articles of his have appeared in Teaching in Higher Education, British Journal of Music Education, Popular Music and Discourse: Studies in the Cultural Politics of Education.

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National Arts in Education Week September 14-20, 2014 - Celebrating the Arts in Your Classroom On July 26, 2010, the U. S. House of Representatives passed a resolution designating the second week of September as Arts in Education Week to promote and showcase the immense role arts education has in producing engaged, successful, and college- and career-ready students. The resolution states: Arts education, comprising a rich array of disciplines including dance, music, theatre, media arts, literature, design, and visual arts, is a core academic subject and an essential element of a complete and balanced education for all students. Arts Education Partnership has created a hub site for sharing information about National Arts in Education Week - links to partner sites who are planning activities and finding out about arts education policy and practice in states and communities. To learn more, visit Arts Education Partnership. To help you celebrate the arts in your classroom this week and throughout the year, we offer the following resources: The Art and Science of Impressionist Color Students will learn about the Impressionist painters' use of color and how it connected to early-19th-century scientific theories about color. They will explore combinations of primary and secondary colors, experiment creating secondary colors, and create a landscape using complementary colors. Creating Comic Strips Starting with the familiar Peanuts comic strip characters in the form of video and print media, students explore comic strips as a form of communication of both fiction and nonfiction. In this lesson, each student creates an original comic strip to convey a mathematical concept to share with a younger student. 21st Century Skills Map ( PDF, 2.5 MB, 17 pgs.) This Skills Map from the Partnership of 21st Century Skills (P21) presents just a few of the many ways that children acquire 21st Century Learning Skills through arts study. Webinar on the P21 Art Skills Map Provides educator-created examples of how art subjects (dance, music, theatre, and visual and media arts) can be fused with skills to create engaging learning experiences that promote 21st century knowledge and skill acquisition. Articles - NEA on the Arts in Education - Discipline Tips from Drama Teachers [Enter, stage left]: The discipline pro! That would be your school’s drama teacher, who shares her strategies for classroom management and student engagement. Ta-da! (August 2009) - Yo! From Tupac to the Bard Educators are stepping to a new beat, making use of hip-hop music to engage their students. (November 2008) - Dance of the Trapezoid Educators use the power of the arts to teach math and science (May 2008) - State of the Arts When tap shoes are silenced and paintbrush bristles left to harden, student achievement suffers—often at the schools where the arts are needed the most. (January 2007) - Ezra Jack Keats Minigrants (Pre-K and Elementary School) Public school libraries and public libraries that host programs encouraging literacy and creativity in children can apply for an Ezra Jack Keats Minigrant of $500. - Poetry Out Loud: National Recitation Contest States hold competitions on memorizing and reciting poetry by mid-March. Following the state finals, the national finals will be in Washington, D.C., April 28-30, 2014. last updated: July 14, 2014 RATE THIS ARTICLE An after-school arts program in Virginia that provides at-risk girls with a mentor and an artistic outlet. - The Arts Beyond the School Day: Extending the Power Research on the arts and the need for after-school programs that coordinate with the school curriculum. - National Art Education Association An organization of visual arts teachers, scholars, researchers and professors, students, administrators, and art museum educators, and artists.

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This film reveals how the Feminist Art Movement fused free speech and politics into an art that radically transformed the art and culture of our times. For over forty years, Director Lynn Hershman Leeson has collected hundreds of hours of interviews with visionary artists, historians, curators and critics who shaped the beliefs and values of the Feminist Art Movement and reveal previously undocumented strategies used to politicize female artists and integrate women into art structures. !Women Art Revolution, screening Wednesday, March 7 at 7 p.m. at the University of Rochester, elaborates the relationship of the Feminist Art Movement to the 1960s anti-war and civil rights movements and explains how historical events, such as the all-male protest exhibition against the invasion of Cambodia, sparked the first of many feminist actions against major cultural institutions. The film details major developments in women’s art of the 1970s, including the first feminist art education programs, political organizations and protests, alternative art spaces such as the A.I.R. Gallery and Franklin Furnace in New York and the Los Angeles Women’s Building, publications such as Chrysalis and Heresies, and landmark exhibitions, performances, and installations of public art that changed the entire direction of art. The Little Theatre and the Susan B. Anthony Institute for Gender & Women's Studies at the University of Rochester are excited to combine forces to present a series of films that explore womens' roles in many aspects. It is the second year for each organization to use Women's History Month as a springboard for film programming. This event is free and open to the public. For more information visit the Little Theatre website.

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Collaborative Interactions Among Preschool Children in a Computer Environment Ahmad, Mohd. Sharani (2003) Collaborative Interactions Among Preschool Children in a Computer Environment. Pertanika Journal of Social Sciences & Humanities, 11 (2). pp. 147-155. ISSN 0128-7702 This paper reports on a study which investigated the collaborative interaction patterns exhibited by five-year-old pre-primary children in an educational computer environment. A case study method was used in one pre-primary centre in a metropolitan city, to examine the patterns of collaborative interaction among young children whilst engaged, in dyads, with the computer within a naturalistic classroom environment. A total of 243 interactions were identified and classified into 16 interaction patterns. Factors facilitating and inhibiting collaborative interaction were identified as: developmental appropriateness of the software; preexisting computer competency and attitude towards computer; mutual friendship between collaborators; children's social goals; appropriate structure of enjoyable learning environment; mutual understanding of the turntaking system; and non-isolated physical settings. In effect, this study shows that early childhood educators will be in a better position to integrate the computer into their classroom and to promote positive prosocial interaction among children whilst engaged at the computer, if it were to be afforded the same status as other traditional early childhood learning materials and activities. Repository Staff Only: Edit item detail

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Sir Jim Rose, the former head of schools inspection body Ofsted, who was asked to review the primary school curriculum by ministers, said children should be able to "recognise when to use formal language" and also change their tone to reflect the circumstances. A draft version of the report – the final document will be published on Thursday – recommends pupils are taught how to "adjust what they say according to the formality of the context and the needs of the audience". Sir Jim also said speaking and listening should be treated as subjects in their own right to help children with a poor vocabulary, which can hinder learning and the ability to make friends. "I will be making a very strong play on this," he said. "There's more and more evidence coming from research and practice to establish the need for support for children from certain backgrounds that don't offer the right kind of development of speaking and listening. It needs to be put right." Anna Wright, director of children's services at Reading Council, said: "Children from poor homes have smaller vocabularies, which don't contain many abstract ideas. "This makes it more difficult for them to make connections between words and to move to abstract concepts and to higher-order thinking about causes, effects and consequences." The report also recommends that computing skills should be given the same importance as literacy and numeracy with pupils studying "wikis and twitters" as well as books.

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Food, with a helping of science, is being offered this week to youngsters at an Indianapolis school. The initiative pairs the Southeast Neighborhood School of Excellence charter school, known as SENSE, and the Center for Earth and Environmental Science at Indiana University-Purdue University Indianapolis. The school, 1601 Barth Ave., is where children go for free breakfasts and lunches through Summer Servings, part of the U.S. Department of Agriculture Summer Food Service Program. Once they’ve finished lunch, a Center for Earth and Environmental Science education coordinator and two interns will lead students in a two-hour-a-day scientific exploration of Pleasant Run Creek, which runs nearby through the heart of the SENSE community where the children live. The programming is part of what Kate Voss, outreach coordinator at SENSE, is calling Ecocamp. The Center for Earth and Environmental Science will equip the children with technology and knowledge to judge by the end of the week the quality of water flowing in the stream and make recommendations for further improving the stream ecosystem. The center was established by the Department of Earth Sciences in the School of Science at IUPUI in 1997. Among its research and educational outreach programs, the center operates Discovering the Science of the Environment, an inquiry-based and interactive science education program for Central Indiana third- through ninth-graders and education professionals. Thanks to the generosity of Dow AgroSciences, CEES is able to offer this summer science programming. SENSE is the third Indianapolis school the Center for Earth and Environmental Science has worked with this summer, said Pam Martin, center director and an associate professor in the School of Science and School of Liberal Arts at IUPUI. “We are providing outdoor science education to go along with the healthy meals provided by the Summer Servings program and school staff. “It’s a bonus for everyone involved,” Martin said. “The science we provide gives parents another reason to bring kids for a meal and gives us the opportunity to give these kids a little science they might not otherwise get.” While coordinated programming efforts and effective campaigns by groups such as the Indy Hunger Network have increased participation, Summer Servings participation is still low. According to a summer nutrition report, only 18 percent of qualifying children participated in July 2013. At the same time, Indiana needs to build its future workforce in science, technology, engineering and math fields and that begins with taking – and maintaining – an interest in science. The summer Discovering the Science of Environment program is primarily about enthusiasm for science and developing a good experience with it, Martin said. “We want kids to have the experience of discovery; that is what science is all about. And while they are developing an appreciation for science, they are also developing an appreciation for the environment.” Beginning today, youngsters will learn about watersheds and investigate their own watershed using Google Earth satellite imagery. They will also play a water cycle board game to learn about how water changes states as it cycles through their watershed. On Tuesday, they will learn about energy flow through a food chain and investigate the biodiversity of the land along Pleasant Run. Children will then assess the stream’s physical parameters on Wednesday to determine overall stream stability and health. The stream’s discharge will be calculated as well. A chemical assessment of water quality will be conducted Thursday, including measurements of dissolved oxygen levels, cloudiness, iron, chlorine and nitrate concentration. The week concludes with the collection of water bugs and a calculation of a pollution tolerance index. The program at SENSE is “bringing the science home” by connecting it to everyday life, said Elizabeth Johnson, education outreach coordinator at the Center for Earth and Environmental Science, who will lead the children in the watershed exploration. “Anytime you can connect education to something familiar, it is easier to grasp.” Johnson will be assisted by two IUPUI interns: Kenzie Whitener, a psychology major who is focusing on child psychology with the aim of working with children with behavioral problems; and Doaris Medina, an elementary education major. Editor’s note: Reporters who would like to visit the school while students are engaged in science exploration may do so. The children will begin their science exploration about noon each day and stop at 2 p.m. Please contact Diane Brown at 317-274-2195.

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The Importance of Learning Classical & Jazz The average person considers music to be a singular language. It is one of the oldest vehicles of communication, capable of expressing emotion and often having a profound effect on its listeners. However, the ability to appreciate music in its multiple forms is often ignored. We agree that bilingual people have an advantage over those who only know one language. In October 2001, the Juilliard School of Music, renowned for its unparalleled classical instructors and performers, added jazz to its academic curriculum. The world's finest music institution is only one of a growing number of supporters backing a combined education in both classical and jazz for children and young musicians. To express oneself in any language, one must first understand the language phonetically (learning by ear) before learning to read and write. To read and write a language, one must be familiar with its structure. In parallel, someone foreign to a language may have a more structured and scientific understanding than a native speaker. As a child, I was always fascinated when my uncle, a doctor of linguistics, would ask me, "How do you say that in English?" He was asking how to express the language colloquially and with English as my first language, it was natural to me. Children learn foreign languages naturally by ear. On the other hand, adults tend to learn languages logically and methodically, referring back to their native language for comparison. It is obvious which method is easier; if one is brought up in a specific culture, it is easier to learn that culture's language via naturally rather than via studious reading. Furthermore, when one understands and grows up in their native culture, one can understand the nuances of its language. For example, English speakers have varied dialects that differ depending on geography. There are noticeable differences in dialects between people from Canada's west coast, east coast and the prairies. They all speak the same language but exhibit nuances that are inherent within their cultural structure. Understanding music requires a similar method. Before learning to read or sight-read, one should be familiar with pitch. However, this is rarely the case in music education where the emphasis is on reading and not listening. Both classical and jazz artists employ a musical alphabet, but they use it in different ways. Jazz is a sophisticated language that is commonly overlooked in lieu of a "traditional" classical music upbringing. Growing up as the only Korean children in school, my sister and I were told by our Grade 1 teacher not to speak Korean at home, supposedly as it would confuse our understanding of English. Nevertheless, our father spoke English to us, and our mother spoke Korean. As a result, we can both understand Korean but not speak the language. This example demonstrates why I firmly believe children must learn both musical languages – that is, jazz and classical. (Oakridge Music Studios) music lesson location: |497 West 40th Avenue| |Vancouver, British Columbia| |(604) 321-1551 - OMusicStudios phone number| |(604) 323-1555 - fax number|

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DISCUS wants to provide you with useful resources and new insights into teaching and educational developments. Here, you can find features from our guest bloggers and newly published (or highly rated) lessons. Below you can also find a variety of useful links to other web resources. Obviously, we have a lot to share (don’t forget to check out our free lesson plans), but we know that there is a lot more out there. If you have ideas about other sources we should feature, please do not hesitate to contact us. American Chemical Society (ACS) Science for Kids: Features a series of activities for teaching different areas of science and chemistry to kids. A link can also be found for “K-8 Education Resources,” which includes some science education guides and activity books for purchase. American Chemical Society (ACS) Chemistry Education Resources: Links to a series of chemistry teaching resources by grade level, from elementary school to graduate education. CAL SIOP: Center for Applied Linguistics (CAL) Sheltered Instruction Observation Protocol (SIOP) has great resources about SIOP in general, information about research on SIOP, and professional development opportunities. They also feature some SIOP lessons and an on-line store to purchase reference and instructional materials. Center for Research on Education, Diversity & Excellence (CREDE): A component of the University of California – Berkeley Graduate School of Education, CREDE research led to the creation of the SIOP model. Important resources here include research findings and “The CREDE Five Standards for Effective Pedagogy”. Center for Research on the Educational Achievement and Teaching of English Language Learners: CREATE is a national resource development program and educational research partnership focused on addressing the challenges of educating English language learners. Cool Science for Educators: This site is loaded with resources created by the broader science community to help you teach science more effectively. Constructivism and the 5E Model Science Lesson: Promotes the merits of the 5E lesson as being constructivist (a good thing) and provides not only a few resources, but also a rubric which might be used to evaluate a 5E lesson Discovery Education: An off-shoot of the Discovery Channel, this site provides a variety of classroom and home resources, as well as professional development opportunities. Educational Innovations, Inc.: A wealth of affordable science products for all ages and subjects. Register to receive a free regular catalog. Enhancing Education – The 5E’s: A simple but effective description of each of the 5E’s, and what each E should accomplish. FOSSweb: Support, resources, and fun activities related to the Full Option Science System (FOSS) inquiry-based science curriculum. HotChalk Lesson Plans Page (Science): Hundreds of free science lessons and experiments across a wide range of grade levels. Instructional Strategies: This site provides reference to the book, “Classroom Instruction that Works,” but also provides links to a wealth of information on effective teaching strategies. Instructional Strategies Online: A resource from Saskatoon Public Schools which provides a variety of teacher support information. The information provided on Interactive Instruction methods is particularly good. Scholastic Teachers: A general teacher resource site with a lot of variety, both in content and topic. Steve Spangler Science: An excellent source of activities, inexpensive science supplies, experiments, projects, workshops, and toys for teachers. Teachers.Net: Chat boards, lesson plans, jobs, classifieds, projects, and a variety of other general teacher resources. The 5E Learning Cycle Model (Midwestern State University): An excellent and detailed description of the 5E model, including design considerations and insight into each of the 5E components. The SIOP Institute: A site focused on improving the quality of education for English learners. They offer a variety of resources and workshops to help teachers learn and use Sheltered Instruction Observation Protocol. VARK – A Guide to Learning Styles: Have your students try the “Questionnaire” to judge what kind of learner they are. Other resources are provided to support these assessments, some for purchase.

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An early-childhood researcher at the University of Illinois is featured in this Science Daily article, which argues that unstructured playtime is a critical part of literacy development. Pushing more traditional kinds of academic work in early childhood at the expense of play, Anne Haas Dyson says, is akin to "banning the imagination." Many early-childhood experts have pointed out the importance of play in developing inquiry and critical-thinking skills that are the building blocks for later learning. But there has been a movement toward more formal instruction in pre-K and kindergarten as a way of getting children on grade level by the 3rd grade. The findings of the National Early Literacy Panel, released last month, suggest that more attention to foundational literacy skills is needed in early-childhood classrooms. But experts quickly cautioned against interpreting those findings as supporting a strict instructional approach. Instead, many researchers say, young children should have rich learning environments with ample opportunities for hands-on learning, interaction with peers and adults, and large blocks of play time. Lack of such unstructured experiences, they argue, is detrimental to both health and learning.

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The Sun is a star, just like billions of other stars in the universe. Our Sun probably formed a little more than four and a half billion years ago, just a little bit before the planets formed around it. It's not one of the older stars in the Universe. Probably some of the earliest stars went supernova, and then new stars formed out of those nebulae, and then the new stars went supernova, and the Sun formed out of one of these new nebulae. So you could say that the Sun is like the grandchild of the first stars. Like other stars, the Sun is mostly made of hydrogen atoms. All stars start out making energy by changing hydrogen atoms into helium atoms. At the surface, the Sun is almost 10,000 degrees Fahrenheit (more than 5000 degrees Celsius), but it is much hotter in the middle of the Sun, about 25 million degrees Fahrenheit (14 million degrees Celsius). The Sun is one of the brighter stars in the Universe, because many other stars are older and have already turned into red dwarfs. Like other stars, the Sun is not standing still in space. The Sun orbits in a slow circle. The Sun is orbiting around the center of the Milky Way galaxy. It takes the Sun about 225 to 250 million years to go all the way around its orbit, so the last time the Sun was at this point on its orbit was when the dinosaurs were alive. Most of the energy on Earth comes from the Sun's rays - sunlight. Sunlight is made of photons that shoot out from the Sun. The photons go in all directions, but some of them come and hit the Earth. Plants use some of these photons in photosynthesis to make new proteins so they can grow and reproduce to make new plants. Our Sun has already changed about half of its hydrogen atoms into helium atoms. When the Sun uses up all the hydrogen atoms, about four and a half billion years from now, the Sun will become a red giant star, because it's not a big enough star to explode in a supernova. When this happens, the Sun will send more heat farther out into space, and Earth will get too hot for anybody to live on it. To find out more about the sun, check out these books from Amazon.com or from your library: Science for Kids home page History for Kids home page

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Photo by The-Autism-Mom Screening for depression during and after pregnancy is good for women, their babies, and their families, says a new opinion issued yesterday by the American College of Obstetricians and Gynecologists. Clinical depression is the leading cause of disability in women in the United States. Between 14% and 23% of pregnant women experience symptoms of depression, and an estimated 5% and 25% of women (200,000 to over a million) will suffer from postpartum depression every year. Depression is bad for you—and your kids. It can lead to preeclampsia, preterm delivery, and low birth weight. If it goes untreated, your depression can adversely affect your infant's cognitive, neurologic, and motor skill development, and your older children's mental health and behavior. While most OB/Gyns don't currently conduct routine screenings for depression among their pregnant patients, the College strongly urges that they begin to do so. Are you feeling depressed? Have you talked to your doctor about it?

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Melissa Burch, associate professor of cognitive development, received her B.A. in psychology from Franklin and Marshall College. She earned her Ph.D. in child development with a minor in interpersonal relationships from the University of Minnesota. Melissa's research interests center on memory development, particularly memory for personal experiences. She has been exploring how parental verbal support may contribute to children?s ability to recall the past. In addition, she is interested in how emotion may affect reports of past experiences and how parents and children talk about these events. She is currently examining autobiographical memory from a cross-cultural perspective to study how different socialization experiences may relate to the detail included in memory reports. How does culture influence child development? How do the values, norms, and expectations of a group shape socialization processes? What is the child's role in contributing to social interactions and how might this vary across cultural and social settings? In this course we will move beyond examining group differences to discussing the implications of cultural practices and values for understanding development. We will explore psychological and anthropological literature to consider different perspectives and methodologies to examine how sociocultural context shapes behaviors and development. We will also consider how views of childhood vary across cultures and are reflected in social interactions and cultural routines and systems. Students will be responsible for facilitating discussions, presenting articles, writing short response papers, and completing an integrative final paper on a topic of their choice. Prerequisite: A previous course in psychology or childhood studies. In this course we will discuss the processes by which children come to acquire, recall, and use knowledge. This course will focus on development from infancy to middle childhood. By reading primary literature, we will examine the emergence and refinement of children's ability to form concepts, recall the past, and extend knowledge to new situations. We will consider methodological challenges and approaches to studying children's abilities, including naturalistic observations, and controlled laboratory studies. We will review literature on findings and theories of development in each area and discuss how changes in children's representational abilities contribute to these abilities. Students will make class presentations based on research articles, write short papers in response to class topics, and develop a research proposal on a topic of interest discussed in the course. Children's homes and school environments are both valuable contexts to support children's literacy development, and they are most effective when they work together. In this class, we will be partnering with a local school district in their work developing home-school alignment to promote reading skills. Our readings will be drawn from the psychological literature to explore psychological foundations of literacy and family practices around book reading and narrative. We will also explore curricular approaches that cultivate children's skills and engagement with books. We will consult with a school district to support their mission to increase students' reading ability through home-school alignment and examine numerous contexts for learning from living rooms, classrooms, to parks and libraries. As part of the course, we will regularly visit the school to coordinate our efforts. This course satisfies Division I distribution requirements. Social relationships and social understanding are important parts of our lives from infancy onward. In this course we will explore the developmental significance of parent-child and peer relationships from infancy into childhood and adolescence. We will also discuss children's understanding of theory of mind, gender, emotions, and self. In particular, we will focus on age-related changes in these skills and how they impact social relationships. We will also consider cross- cultural difference in patterns of social behavior. Evaluation will be based on participation, a series of short papers, and a longer final project. Students will read research articles and be responsible for class presentations. In this course students will gain first-hand experience in the process of conducting research in autobiographical memory. Students will be exposed to some of the main issues in autobiographical memory for personal past events throughout the childhood years and into adulthood. We will consider the potential roles of social interaction, self, culture, and emotionality of events as well as developmental changes in autobiographical memory reports. Course requirements will include reading primary research articles, and designing and executing an original research project. This is an intensive course comprising instruction in all areas of the research process, including collecting, coding, and analysis of data. Prerequisite: Previous coursework in psychology. Associate Professor of Cognitive Development Mail Code CS Adele Simmons Hall 135 893 West Street Amherst, MA 01002

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Trisha Moquino, Olivia Coriz, and Mara Matteson describe the philosophy and practice behind the new Keres Children’s Learning Center All 19 Indian pueblos of New Mexico have an understanding that we are at a critical point in our long history — that critical point being the difference between language loss and language maintenance and revitalization. Many Pueblos still feel it is the responsibility of the family to give language, and in families where language remains strong, this is still being done. With this understanding and the desire to support families in maintaining their children’s language in the crucial early childhood years, the Keres Children’s Learning Center (KCLC) opened at Cochiti Pueblo in September 2012 after six years of preparation: researching related endeavors, developing the model, shoring up financial support, and laying the groundwork in the community. Co-founded by Trisha Moquino and Olivia Coriz, the school begins as a preschool, serving children from ages two and a half to four. The pedagogical approach is Montessori, and the language of instruction is Keres, the unwritten language of the Cochiti people. As the children matriculate to ages six and older, the school will evolve into a dual-language Montessori school, and an English language teacher will join the team. The school was created to address the critical language loss being experienced at Cochiti Pueblo and to give Cochiti parents the opportunity to educate their children in a manner that is in line with traditional practices and where they know their children will hear Keres in an immersion setting. Parents and families are supported through weekly evening seminars in which we discuss their responsibility to pass on the Keres language. In passing on the language, values, beliefs, and a worldview like none other are also transferred to the next generation. At KCLC, children receive lessons that are culturally appropriate as well as lessons that will prepare them for mainstream education. KCLC emphasizes creating self-motivated learners through meaningful everyday lessons and activities, such as washing dishes, cleaning windows, setting up snacks for classmates, grace and courtesy, caring for the self, and learning the foundational skills for future literacy, numeracy, and the humanities. The ultimate goal is to have our students be truly bilingual. With families and KCLC working together to reclaim the children’s education, we put our faith and our hearts into this effort. KCLC is independently funded. While it is a struggle to raise the necessary money, it gives KCLC freedom from the many early-childhood English-oriented policies that would interfere with its primary purpose. KCLC is grateful to everyone who has supported and contributed to our efforts. Trisha Moquino and Olivia Coriz are co-founders of KCLC, and Mara Matteson is a teacher at the school. This article originally appeared in Soleado, published by Dual Language Education of New Mexico — www.dlenm.org. For more articles from Soleado, please visit www.soleado.dlenm.org. To catch a glimpse of day-to-day life at KCLC, please visit the Keres Children’s Learning Center Facebook page. For more information on KCLC, visit www.kclcmontessori.org. The languages spoken by the Pueblo people of Acoma, Cochiti, Laguna, San Felipe, Santa Ana, Santo Domingo, and Zia Pueblos are so closely related that linguists usually consider them dialects of a single language, known as Keres or Keresan. This Keresan language is not related at all to the Kiowa-Tanoan languages spoken by most of the other Pueblo people of New Mexico. Keres is spoken by nearly 11,000 people in the American Southwest today. There is some disagreement among the Keres people as to whether Keres should be a written language or not. Some Pueblo elders feel that their languages should be preserved by oral traditions alone. However, many Keres speakers have decided that literacy is important for passing the language on to children. The Keres-speaking pueblos have developed their own orthography for their language, and today there are programs teaching Pueblo children to read and write in five of the seven Keres-speaking pueblos.

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Our curriculum objectives include the State of Nevada Pre-Kindergarten Standards for our Pre-Kindergarten classes and blend with our overall program to provide experiences and materials that will help the children develop the broad language and logical abilities that are the foundation for later academic learning, creative thinking, and positive social interaction. We also strive to maintain the high standards for learning as set forth by the National Association for the Education of Young Children (NAEYC). Our daily themes are literacy-based. Each classroom’s schedules, daily plans, and objectives are developed from the following modules: - The Self-Concept Curriculum unfolds following the development of the child in a natural, logical, and sequential process. This model recognizes the child at the heart of the curriculum and takes into account the types of experiences that will enhance the child’s development and what is relevant to him or her. - The Anti Bias Curriculum prepares children with an early educational experience that teaches acceptance, respect, and cooperation for all peoples in the classroom and in the community. - The Creative Curriculum recognizes that the classroom environment serves as an effective teaching tool. The environment also enhances both fine and gross motor development through a range of challenging equipment and materials. Each classroom includes the following learning stations: Domestic Play, Blocks, Manipulatives, Library Science/Math, Sand and Water, Creative Arts, Language Arts (Oral Languages and Writing Center) and Computer. Zaner-Bloser Handwriting & Alphabet Introduction: Developmentally appropriate handwriting instruction, delivered in a consistent, ongoing manner, is a proven critical component of overall literacy development. This curriculum will: - support early reading and writing development through print awareness and improved letter recognition, - strengthen students' ability to self-regulate, - encourage ongoing literacy growth to improve written communications, and - reduce the need for handwriting-related intervention. Homework on Wheels: Once a month all pre-kindergarten children will roll home a backpack on wheels that will contain a book and directions for activities that relate to the story. Parents/guardians will read the story to their child and help them with the activity. This promotes quality time with parents and literacy learning skills. The backpacks and activities are due the following preschool day. |Goals of Our Curriculum The most important goal of our early childhood curriculum is to help children become independent, self-confident, inquisitive and enthusiastic curriculum and daily lesson plans incorporate cognitive and social learning goals and objectives and the state of Nevada’s Pre-K standards. The following areas of development are included in the Child Center’s curriculum and daily lesson plans: - Creative: Definitions include such concepts as originality, imagination, divergent thinking (seeing things from a different perspective), and the ability to create something new or to combine materials in novel, but meaningful ways. - Cognitive: This is the process of mental or intellectual development. This area helps children to acquire learning skills such as the ability to solve problems, ask questions and to understand and use words to describe their ideas, observations and feelings. Cognitive development allows children to learn and understand the following skills and concepts: colors, numbers, shapes, one-on-one correspondence, - Emotional: Children learn to internalize standards of what is right and wrong. Children learn to convey fairness, consistency, respect and empathy for others. - Language: Children’s language develops from a combination of inborn and environmental factors. Children’s language skills develop through oral communication, listening activities, letter recognition, rhymes, storytelling, social skills, sight vocabulary and writing skills. - Physical: Through gross or large motor activities, children can develop coordination, strength, large muscles, physical fitness, and social skills. - Fine Motor Development: Small muscles are developed through grasping, holding, cutting, and drawing. - Gross Motor Development: Large muscles are developed through outdoor play, creative movement, and specific physical education games. - Social: Through acquiring social skills, children will learn acceptance, respect, and cooperation in the classroom and in the community. - Auditory and Visual Perception: Auditory discrimination of sounds and words and visual recognition of shapes, letters, words, colors, etc

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Book empowers parents, optimizes communication skills Communication is inevitable. But effective communication is critical—it is the foundation of healthy relationships, the competitive advantage needed in an interview and the core of growth and success. According to Dr. Julie Masterson, communication sciences and disorders professor at Missouri State University, communication skills begin to develop immediately after birth and are, in fact, the basis of lifelong language and literacy skills. “Certainly exposure to oral language in the earliest years of life is crucial, and strong exposure and enhancement of literacy skills in preschool and early elementary is important,” said Masterson. “However, language and literacy skills continue to develop across the lifespan—we just have to recognize it. Students in high school and college are continuing to develop their language skills, as evidenced by increasing professional vocabulary and critical thinking in reading and writing.” Masterson believes that knowledge is power. In her recently released and fully revised version of “Beyond Baby Talk,” sponsored by the American Speech-Language-Hearing Association, she suggests that parents who know how to effectively engage in their child’s literacy development can optimize their child’s communication skills. The book offers many practical ideas about the different ways a parent can accomplish this. “We want to empower parents and caretakers with this information so that they know what to look for so they aren’t unnecessarily worried or anxious,” said Masterson. “At the same time, this information also helps them know if there is something warranting concern and what to do about it.” Although Masterson believes there is no single, critical, period in language development, she does provide some advice to parents. “Be thoroughly familiar with the stages of development, so you know what should happen at various ages, and then relax and enjoy,” said Masterson. “Know about all the things you can do to ‘naturally’ enhance language and literacy development. These occur in everyday activities and are fun. Most don’t cost anything, and they don’t require specialized training.” Her book, “Beyond Baby Talk” addresses the influencers on language and literacy development, and includes two new chapters about reading and spelling, and the myths and trends of communication development. The newly revised book also includes an updated chapter on media. “Parents are bombarded with questions…and the book provides answers,” she said. “It’s a tremendous journey.” For more information, contact Masterson at (417) 836-5368. “Hot Topics – Expert Source” releases are a tool the office of university communications provides to assist media in locating a university source to comment on a particular subject or issue. The opinions expressed by the expert are those of a specific individual and are not necessarily representative of the views of the university.

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Knowledge development in early childhood : sources of learning and classroom implications - New York : Guilford Press, c2012. - Physical description - xvi, 270 p. : ill ; 24 cm. LB1139.23 .K64 2012 - Unknown LB1139.23 .K64 2012 - Includes bibliographical references and index. - Part I: Sources of Children's Knowledge. Kaefer, What You See Is What You Get: Learning from the Ambient Environment. Van Reet, Learning through Play: Procedural versus Declarative Knowledge. Corrow, Cowell, Doebel, Koenig, How Children Understand and Use Other People as Sources of Knowledge: Children's Selective Use of Testimony. Callanan, Rigney, Nolan-Reyes, Solis, Beyond Pedagogy: How Children's Knowledge Develops in the Context of Everyday Parent-Child Conversations. Reed, Hirsh-Pasek, Golinkoff, Drawing on the Arts: Less-Traveled Paths toward a Science of Learning. Pinkham, Learning by the Book: The Importance of Picture Books for Young Children's Knowledge Acquisition. Lavigne, Anderson, Television and Children's Knowledge. Part II: Promoting Knowledge Development in the Classroom. Roskos, Christie, Four Play Pedagogies and a Promise for Children's Learning. Wright, The Research-Reality Divide in Early Vocabulary Instruction. Dickinson, Barnes, Mock, The Contributions of Curriculum to Shifting Teachers' Practices. Wasik, Hindman, Scaffolding Preschoolers' Vocabulary Development through Purposeful Conversations: Unpacking the ExCELL Model of Language and Literacy Professional Development. Duke, Halvorsen, Knight, Building Knowledge through Informational Text. Connor, Morrison, Knowledge Acquisition in the Classroom: Literacy and Content-Area Knowledge. Silverman, Hines, Building Literacy Skills through Multimedia. - (source: Nielsen Book Data) - Publisher's Summary - Synthesizing cutting-edge research from multiple disciplines, this book explores how young children acquire knowledge in the "real world" and describes practical applications for early childhood classrooms. The breadth and depth of a child's knowledge base are important predictors of later literacy development and academic achievement. Leading scholars describe the processes by which preschoolers and primary-grade students acquire knowledge through firsthand experiences, play, interactions with parents and teachers, storybooks, and a range of media. Chapters on exemplary instructional strategies vividly show what teachers can do to build children's content knowledge while also promoting core literacy skills. (source: Nielsen Book Data) - Publication date - edited by Ashley M. Pinkham, Tanya Kaefer, Susan B. Neuman.

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How Children Learn Music, KindergartenGrade 4 Performing, creating, and responding to music are the fundamental music processes in which humans engage. Students, particularly in kindergarten to grade four, learn by doing. Singing, playing instruments, moving to music, and creating music enable them to acquire musical skills and knowledge that can be developed in no other way. Learning to read and notate music gives them a skill with which to explore music independently and with others. Listening to, analyzing, and evaluating music are important building blocks of musical learning. Further, to participate fully in a diverse, global society, students must understand their own historical and cultural heritages and those of others within their communities and beyond. Because music is a basic expression of human culture, every student should have access to a balanced, comprehensive, and sequential program of study in music. >Source: National Standards for Arts Education, published by Music Educators National Conference (MENC). Copyright © 1994 by MENC. Used by permission. The complete National Arts Standards and additional materials relating to the standards are available from MENC, The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191, telephone: 800-336-3768.

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Why is creativity important? Is this a question you have asked yourself? Creativity should not be underestimated. Creativity in children is so important. Creativity helps teach cognitive skills such as mathematics and scientific thinking. Creative thinking involves imagination, basic use of the scientific method, communication, physical dexterity and exertion, problem posing, problem solving, making interpretations, and using symbols which help with future literacy skills. THE IMPORTANCE OF CREATIVITY AND HOW TO FOSTER IT 1-Creativity promotes emotional development- Creative expression provides many opportunities for expressing emotions and working through those emotions to gain relief and understanding of them. To help your child do this you could encourage a child who is angry to draw or paint a picture of how they are feeling. You could play varied types of music that invoke different emotions and then ask your child how the music makes them feel. 2-Creativity promotes social development- In young childhood, creativity is often a social act. Singing, dancing, puppetry, and theater all teach the child to pay attention to others as well as develop an understanding of social rules like give and take, and cooperation. Have a dance party with other children or have the child and their friends put on a play or puppet show. 3-Creativity supports physical development- To promote gross motor skills try dancing, mural painting, theater, or large construction projects like building things with boxes. 4-Creativity supports language and literacy development- By engaging in creative play or projects, children can learn new vocabulary words as well as learn to associate pictures with words. As mentioned above try playing different kinds of music and creating a conversation with the child about how it makes them feel; this will boost language expression and understanding. Expose your child to plenty of instruments and talk to them about their favorite one and what sound each instrument makes. Ask them open ended questions about their art work such as “how did you feel when you drew this” or “how does this painting make you feel?” 5-Creativity promotes cognitive development- Creative activities help children to develop attention skills and cognitive learning. Their imagination is in full use and it encourages them to come up with new ideas and to think outside of the box since creativity involves exploration and problem solving. Through creative activities such as playing with play dough, children can learn pre-math skills such as the concept of less and more. When children match shapes or colors in their creations they are learning the math skill one to one correspondence. Creative activities can help them learn about grouping and classification, physical properties of objects, and cause and effect. Painting and play dough are all great ways to explore these concepts. There are four components of creativity as described by Psychologist Ellis P. Torrance: fluency, flexibility, originality, and elaboration. Fluency is the ability to produce a number of different ideas. To promote fluency provide children with plenty of opportunities that stimulate the thought process. Ask open ended questions and questions that ask the child’s opinion. Encourage the child to explore and experiment and this will enhance cognitive growth. Flexibility is the ability to approach different situations and develop solutions from a number of different perspectives. Foster flexibility by allowing plenty of opportunities to explore and experiment. Allowing children to experiment and make mistakes unleashes their creative thinking and a sense of wonder. They feel free to imagine, invent, create, and try out new ways to do things. Asking questions during an activity or when a problem arises such as “how is another way we could do this or solve it?” encourages children to think outside of the box. Originality is the ability to have a new or novel idea. To promote originality, provide a variety of supplies and experiences in which children can use their imagination and create. By painting or constructing something out of play dough they are creating something out of nothing. Elaboration is the ability to extend ideas. Give children new ways of doing old ideas and activities. For instance, providing pipe cleaner and other items to stick into play dough would allow children to elaborate in their play. For more ways to build creativity head to my arts and craft page and follow my Arts and Crafts Pinterest Board

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Reviews for Super Simple Things to Do With Bubbles : Fun and Easy Science for Kids Horn Book Guide Reviews 2011 Fall The activities in each volume emphasize observation of properties such as fizzing and color change. While some are entertaining, the accompanying explanations won't help readers understand the related science. Most of the materials can be found in the home; some might require a trip to the store or extended construction time. Photographs show each step (many also reveal the results). Glos. [Review covers these Super SandCastle: Super Simple Science titles: Super Simple Things to Do with Bubbles, Super Simple Things to Do with Plants, Super Simple Things to Do with Pressure, and Super Simple Things to Do with Temperature.] Copyright 2011 Horn Book Guide Reviews. School Library Journal Reviews 2011 April K-Gr 3--Each of these approachable volumes begins with an explanation of the scientific method to get young scientists started out on the right foot. Experiments include an opening question to consider, a list of materials, safety symbols, step-by-step instructions illustrated with clear photographs, and a well-written summary. The experiments, which are outlined on one spread, are simple without being boring. For example, students can create a simple jet (Balloons), turn soap into salt (Bubbles), and make multi-colored flowers (Plants). [Page 113]. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

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Upon her return to Virginia after finishing her first year of studies at the Art Students League, Georgia realized the economic desperation of her family. Her father’s repeated business failures left him morose and bankrupt, and her mother, having fallen ill with tuberculosis, spent most of her time in bed. Even though Georgia’s sisters had not completed high school, her family had to withdraw them and direct the remaining funds to finance their other son Alexius’ education. Because there was not enough money for Georgia to continue her education, she decided to find a job. In 1908 O’Keeffe returned to Chicago to work as a commercial artist, drawing lace and embroidery for advertisements. This high-pressure career was demanding, as newspapers had daily deadlines and competition between artists was fierce. Though Georgia, with her ability to draw quickly, was a successful contender, the work was largely meaningless to her. After two years of working in this commercial setting, Georgia contracted the measles. She could no longer continue her work after the disease began to affect her eyesight. In 1909 she decided to move back to Virginia, where she worked at home, helping her mother with the boarders. Acting on advice from her doctors, Ida decided to move to Charlottesville, hoping that a different environment would ameliorate her bronchial problems. Once her mother was established at her new home and boarding house, Georgia moved to join her with the rest of her siblings. During this time Georgia also had the opportunity to study at a local college. At the advice of her sisters, O’Keeffe started to attend Alon Bement’s art classes. She learned about the artistic theories of Arthur Wesley Dow, who had been influenced by Oriental art, and the sense of completion in a composition. Moreover, Bement supported crafts as art, and taught his students the appreciation of design and the methods used to create design. He insisted that art could not replicate nature, but that beautiful art could result from building an elegant design based on nature. Rather than emphasize the need to create exact representations of nature, he stressed the assets of a beautiful and complete composition. This thinking made Bement’s ideas revolutionary in contrast to existing methods of teaching art, which rewarded students who replicated nature identically. Dow’s method emphasized more freedom in art using colors and lines than Georgia had previously encountered. Recognizing Georgia’s talents and interest, Bement offered her a summer teaching position, but encouraged her to study drawing with Dow in New York. At the time, however, Georgia could not commit herself to pursuing an education, and decided to gain experience teaching so that she could qualify to teach during the following summer. She had long desired to travel to the American west, and when a former classmate from Chatham informed her that a teaching position was open in Texas, she took up the opportunity. Between 1912 and 1914 O’Keeffe served as art supervisor at a school in Amarillo, Texas. During the summers she taught drawing in Virginia, where her family’s economic situation had improved somewhat when Francis established a creamery. Georgia was attracted to the environment and wildness of Amarillo, which was at that time still considered a frontier town. The extreme and unregulated forces of nature, the strong winds and flooding streams excited her. Moreover, the people of the area, accustomed to the physical environment, stood in stark contrast to the culture she had left behind in the urban areas of the east. Although O’Keeffe had time to experience life in Amarillo, she also worked tirelessly as the art supervisor. Her position necessitated creativity, as Amarillo was not a picturesque town. She therefore taught students to appreciate their surroundings and to see beauty around them. When she encouraged the students to draw what they loved, one student brought his pony to class, which Georgia lifted up on the teacher’s desk so that everyone could see it and draw it. Her indifference to convention inspired students and other teachers, but it did bring her into conflict with authorities who insisted on adhering to established lesson plans and art books. O’Keeffe, in contrast, insisted that art education be based on self-expression rather than conventional mimicry. She felt that duplicating reputed paintings and patterns was useless, especially for students who had no first-hand experience with the environments and natural settings of the paintings they copied. Eventually, Georgia succeeded in convincing her superiors in following her methods, but she continued to have trouble working exactly in the manner that she wanted.

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History of Oglala Lakota College Since the creation of the Pine Ridge Indian Reservation, Oglala leaders have pressed the federal government to meet the educational obligations it promised in treaties and agreements. With the advent of efforts to extend tribal sovereignty by American Indians throughout the United States came a recognition by Lakotas that control of education is also the control of its destiny. On March 4, 1971, the Oglala Sioux Tribal Council exercised its sovereignty by chartering the Lakota Higher Education Center. This marked the commencement of a vision's realization which continues to evolve in the history of the Oglala Lakota. During its non-accredited years, the college entered into agreements with Black Hills State College, University of South Dakota, and University of Colorado to "borrow" their accreditation for various associate degree programs. Students were taught on the reservation by faculty chosen by the college, but approved by the state institutions, who taught the same courses as offered in South Dakota's colleges. It was a complicated system but it met the needs of students. The college awarded its first associate degrees in 1974. In 1978, the name of the college was changed to Oglala Sioux Community College to reflect its status as community college. In 1979, Oglala Sioux Community College became a candidate for North Central Association accreditation. The college settled into its dispersed, decentralized campus system which features college centers in each of the nine reservation districts. In 1980, the Oglala Sioux Tribal Council allowed the college to occupy its present administrative center. Piya Wiconi is the most visible symbol of the college but the district centers are where the mission is being fulfilled. When accreditation was granted in 1983, the degree offerings were a Bachelor's degree in Elementary Education and Associate Degrees in Education, Human Services, General Studies, Nursing, Lakota Studies, Business and Vocation fields. In subsequent accreditations by North Central in 1987, 1992, and 1994, the college has expanded its Bachelor Degrees in Lakota Studies, Human Services, and Applied Sciences, and a Master's Degree in Tribal Leadership. At the 1983 annual retreat, OSCC underwent another name change to Oglala Lakota College to reflect its status as a four year degree granting institution and to replace the word Sioux with Lakota. Since Sioux is not a word in our language, the proper word to describe our people is Lakota. Oglala Lakota College is governed by a 13 member Board of Trustees with membership coming from nine reservation districts, one designee from the Oglala Tribal Council, one designee from the OST President, one Council of Elders, and a student representative. As a result of the comprehensive accreditation review in March of 1998, NCA granted continuing accreditation for all existingdegrees, the Master's degree in Lakota Leadership /Management, and an added Master's Degree emphasis in Educational Administration. NCA also removed distance and site limitations. Oglala Lakota College stands ready to meet the education challenges of the 21st Century and will continue to assume a vital role in the development of the reservation's resources, its people, and the land. Oglala Lakota College has been accredited by the North Central Association of Colleges and Schools since June 20, 1983. This accreditation has been continued and expanded in scope with each subsequent comprehensive visit. The most recent comprehensive visit took place in March 2003, by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 South LaSalle Street, Suite 7-500, Chicago, Il 60604-1413, telephone number 312-263-0456 or 800-621-7440, FAX 312-263-7462. The college offers accredited degree programs and certificates. The programs in Elementary Education and in Nursing are fully approved by the State of South Dakota. Graduates of the elementary education program are certified by the South Dakota Division of Education, and graduates of the nursing program are permitted to sit for the National Council Licensing Examination (NCLEX) to become Registered Nurses. Bachelor of Social Work was accredited by the Council on Social Work Education in Spring of 2010.

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Play in the Preschool Classroom Play is a child's primary learning tool (Owocki, 2002) and the most important learning activity in the preschool classroom (McGee & Richgels, 2000). Children naturally and spontaneously engage in many forms of play. Katz (2001) says that play consists of activities that children find enjoyable and participate in voluntarily to have fun. Such activities include building with blocks, playing with water, digging in mud or sand, molding clay, and pretending. Although some play may be solitary, much play is socially interactive and requires such skills as negotiating, problem solving, and decision making, along with using language purposefully. When two children decide to construct a tower of blocks, for example, they may use language to decide which blocks to use, where to place them, and how high to build the tower before it might collapse. In this section, we focus on dramatic play and its potential for developing language and literacy. Dramatic play occurs when children pretend to be something or someone else (Birckmayer, 2002). A child can engage in dramatic play alone (for example, when a child pretends to be a truck driver), but it often occurs through social interactions. By simulating real-life experiences, dramatic play enables children to imitate grown-up behaviors and to try out alternative courses of action. Your role is to allow children to take the initiative and develop their own situations, but to enter subtly into the play on occasion to facilitate the continuation of the scenario and promote language interactions. Much dramatic play occurs at centers, which may be any setting familiar to the child, such as the kitchen, a fast-food restaurant, a bank, or a beauty shop. To promote literacy development, each center should contain print materials that are often found in such places. Before children use each center, you should explain and model the different materials so that children will know what they are and how to use them. Of course, materials must be safe (for example, no sharp edges on cans) and authentic but perhaps not valid (for example, only canceled checks with account numbers obliterated). You may keep prop boxes that hold center materials (Jackman, 1997) and introduce them when the time is appropriate, such as when the center is related to a field trip or a theme. © ______ 2006, Allyn & Bacon, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.

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Who invented the art of cinema? Kaveh Askari, associate professor of English at Western Washington University, will give a lecture titled “Inventing Art Cinema: From the Museum to the Screen” at 7 p.m. on Wednesday, April 17 in the Bellingham City Council Chambers, 210 Lottie St., in Bellingham. The free, public talk, an installment of the WWU College of Humanities and Social Sciences Dean’s Lecture Series, is co-sponsored by the City of Bellingham. Who invented the art of cinema? Cinema is a relatively new art form, and so one might assume that its birth should be easy to pinpoint. But the origins of this great art of the 20th century intertwine with so many visual entertainments of the 19th century that it is no simple task to find the most important threads leading to the cinema we know today. This lecture looks back to the very beginning of motion pictures, in the 1890s, to address this elusive question of origin. Moving beyond the noisier contenders for inventor status like Thomas Edison, it looks at the work of a lesser-known cinema pioneer, Alexander Black, who provides a missing link in the history of moving-picture art. On Oct. 9, 1894, at an art studio in Manhattan, the writer, photographer, and magic lanternist Alexander Black premiered “Miss Jerry,” his first “picture play.” Famous artists, novelists, and political figures gathered to discuss what was essentially a feature-length moving slide show, but one that walked in close step with the emerging cinema. The event was meant to provoke as much as entertain. It raised questions about the future of motion pictures at a time when the American public was gleaning its first glimpses of photographed movement on rotating disks and in peephole devices. Black sought input from his circle of writers and visual artists on how best to present this new kind of performance on his national lecture tours. On their advice, he fine-tuned the format and would spend the next decade performing his picture plays at community centers, schools, and museums across the eastern United States. Although largely unknown today, during the silent film era these performances were continually mentioned when writers posed the question, “who invented the art of cinema?” Kaveh Askari received his doctorate from the University of Chicago. A specialist in cinema history, his research and teaching interests include silent film, 19th century visual culture, Iranian cinema, and global Hollywood. He is currently working on a study of picture craft and art education in American silent cinema. His work has appeared in “Film History, Screen, Early Popular Visual Culture” and several edited collections. He edited a special issue of “Early Popular Visual Culture” on the Middle East and North Africa in 2008. Audience questions for Askari’s April 17 talk will be welcomed. The lecture will be recorded and shown on Bellingham TV Channel 10. For more information on this lecture, please contact Katrina Schaeffer, WWU College of Humanities & Social Sciences, (360) 650-3763, or firstname.lastname@example.org.

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Praised by critics and teachers alike for more than 40 years, Burne Hogarth’s Dynamic Anatomy is recognized worldwide as the classic, indispensable text on artistic anatomy. Now revised, expanded, and completely redesigned with 75 never-before-published drawings from the Hogarth archives and 24 pages of new material, this award-winning reference explores the expressive structure of the human form from the artist’s point of view. The 400 remarkable illustrations explain the anatomical details of male and female figures in motion and at rest, always stressing the human form in space. Meticulous diagrams and fascinating action studies examine the rhythmic relationship of muscles and their effect upon surface forms. The captivating text is further enhanced by the magnificent figure drawings of such masters as Michelangelo, Rembrandt, Rodin, Picasso, and other great artists. Dynamic Anatomy presents a comprehensive, detailed study of the human figure as artistic anatomy. This time-honored book goes far beyond the factual elements of anatomy, providing generations of new artists with the tools they need to make the human figure come alive on paper. About Burne Hogarth Burne Hogarth’s (1911–1996) remarkable career spanned over 60 years. He wore many hats in the worlds of fine art, art education, and art publishing. He is most famous for his internationally syndicated Sunday newspaper color page feature “Tarzan” (1937–1950) and for his illustrated adaptations of the Edgar Rice Burroughs novels Tarzan of the Apes and Jungle Tales of Tarzan. A co-founder of the School of Visual Arts in New York City, Hogarth remains one of the most influential figures in art education today.

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"Third graders love to participate in folk and traditional dances. It is often interesting to watch these students practicing their socialization skills as they attempt these dances that usually involve pairing up with someone else." — Paul Bakeman By Miriam Myers , GreatSchools Staff Third graders work to develop their understanding of pitch, melody and rhythm by singing, playing instruments and exploring creative movement. You can expect your child to learn about famous musicians and the instruments in an orchestra. Through these activities, she develops her understanding of the artistic, cultural, scientific and mathematical foundations of music. Research has shown that the benefits of music education include improved reading and reasoning ability, self-esteem and vocational preparation. Paul Bakeman, our teacher consultant and award-winning music teacher, adds: "Recent research done at the University of California, Irvine, indicates that young children involved in consistent music instruction have a greater ability to grasp concepts that are also essential to the understanding of math and science." Music may not be taught as a separate subject in some schools, but most states require that it be included in the curriculum. Most states have music standards that are based on the Most states have music standards that are based on the National Standards for Arts Education. Your third grader is likely to sing traditional and folk songs. Many songs will be connected to the holidays. Others will reinforce what your child is learning in class. Typical songs include "America the Beautiful," "Yankee Doodle" and "Rocky Mountain." Your child sings alone and with a group, blending his voice with others and singing in rounds. He sings expressively, on pitch (high and low) and with correct dynamics (loud and soft). He sings an increasing number of songs from memory and with improved accuracy. He may create songs based on a poem or nursery rhyme. Playing and listening to instruments Third graders play musical instruments. They can begin a simple melody instrument such as the harmonica. Some, but not all, are ready for the recorder. They can play more complex melodies on xylophones, individually and in a group. You can expect your child to work with rhythm to find a steady beat. He will be able to maintain a steady beat as he plays an instrument alone and in a group. He can improvise short melodies on a xylophone to the rhythm of poems or chants, given a set of pitches to work with. You can expect your child to learn the characteristics of the musical instrument families: string, woodwind, brass, percussion and keyboard. He listens to the instruments and learns how they work together in an orchestra. Moving to music Your child gets many opportunities for creative movement. She may invent hand and body movements to accompany songs, showing her understanding of rhythm, beat and the mood of the music. She will also learn dances from other cultures or eras. "Third graders love to participate in folk and traditional dances," Bakeman says. "It is often interesting to watch these students practicing their socialization skills as they attempt these dances that usually involve pairing up with someone else." Using the vocabulary In a rich music program, third graders learn to use the vocabulary of music, using words such as pitch, meter, rhythm, tempo and melody. They also learn to understand how music communicates feelings. Your child will use words such as happy, sad, excited or scary to describe the emotions portrayed in music. Third-grade students are able to develop recognition of musical notation. They begin to read music from the treble clef staff, identifying and writing individual pitches. "Third graders also practice drawing the treble clef symbol, staff and other musical symbols," Bakeman adds. "They can identify these symbols and explain their purpose and usage." Studying famous musicians Students should be exposed to music of various styles, eras, genres and cultures. They learn about famous musicians of the past, such as Frédéric Chopin and Ludwig van Beethoven, as well as contemporary musicians and those from various cultures. They learn that being a musician or composer can be a career choice. What to Look for When You Visit

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Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorers--and learners--every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. Back to top Rent Eager to Learn 1st edition today, or search our site for National Research Council Staff textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Joseph Henry Press.

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Plugged In: Positive Development Strategies for Disconnected Latino Youth  Latino youth are one of the fastest-growing segments of the population in the U.S., poised to fill the workforce gap as millions of baby boomers retire over the next decade. Yet, achieving economic mobility remains out of reach for as much as 42% of Latino youth who face numerous barriers to academic and career success and are dropping out of high school at persistently high rates NCLR profiles a pilot program of the NCLR Escalera Program: Taking Steps to Success, which addresses the obstacles faced by young Hispanics who are disconnected from school and work. This pilot is operated by three NCLR Affiliates, AltaMed Health Services Corporation in Los Angeles, American YouthWorks in Austin, and HELP – New Mexico, Inc. in rural New Mexico. The report finds that across the three sites, the following core competencies are central to the success of disconnected youth: reconnection, foundational skills, leadership and personal development, educational attainment, workforce readiness skills, and career exploration. Basedon these findings, NCLR offers lessons and recommendations for policymakers, funders, and program administrators serving this population.National Council of La Raza (2010) Advancing American Economic Competitiveness through Latino Immigrant Worker Success   Work is an asset, not a barrier, to gaining an education, according to the report's findings. The workplace presents a tremendous opportunity for increasing access to postsecondary education and training, especially for working Latino adults. Regardless of the current economic woes, the workforce in 2014 will be strongly defined by two factors: the departure of large numbers of "baby boomers” and the rapid growth of the Hispanic workforce. These legal immigrants need greater postsecondary opportunities in order to fill expected gaps in industry sectors related to infrastructure and green manufacturing. Corporation for a Skilled Workforce (2011) Excelencia in Education National Council for Workforce Education

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- Respondents reported that NCLB has had negative effects on scheduling, workloads and funding for their visual art education programs. - NCLB has had limited negative consequences on the areas of staffing, teaching loads and enrollments. - Respondents reported that NCLB’s focus on assessment has had unintended secondary consequences on student learning, including a narrowing of students’ interests in learning and exploring a broad range of content. From my perspective, RttT emphasizes teaching to the test and the narrowing of the school curricula even further than NCLB. Now, to complicate matters: According to a recent U.S.D.O.E. report on arts education, program funding devoted to creativity development in U.S. schools has stagnated. Secretary of Education Arne Duncan states: "... there have not been significant national declines in the availability of music and visual arts instruction in elementary and secondary schools." Secretary Duncan states we are not experiencing significant declines from a vital area in education that has already been marginalized? This is not good for children. Add to this situation the state and federal funding dilemma schools face in this age of austerity and children are at a higher risk of having their fine arts learning opportunities reduced even further. Let me just say that as schools are charged with the immense task of developing the future inhabitants of civilization, children's creative capacities are an aspect of their education that should never, ever be neglected. If you have not communicated the importance of arts education funding in our schools, I urge you to contact your Indiana Legislators here: Not sure who to contact? You can find Indiana and U.S. Legislators here. Need advocacy talking points? Find them here: Your efforts are critical for the preservation of creativity development and fine arts learning opportunities in our schools. |5th Grade boys and their 12th Grade mentor collaborate on a kinetic sculpture in art class at New Palestine Elementary.|

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The Elementary Education Program prepares candidates to teach in grades 1 through 6. Completion of the program leads to a Bachelor of Science degree and prepares candidates to obtain an Illinois Professional Educators License with an endorsement in Elementary Education and a Reading Teacher Endorsement. The Elementary Education Program consists of general education and professional education courses that address requirements for graduation and the State of Illinois requirements for licensure. Elementary Education candidates will be concurrently enrolled in professional education coursework and field/practicum experiences designed to reinforce concepts and skills learned in the university classroom. The field/practicum experience blocks are designed to provide opportunities for candidates to apply course concepts in authentic environments. Required activities and assignments provide candidates with the opportunity to connect theory and practice, and prepare candidates for daily classroom responsibilities. Elementary Education teacher candidates will observe and participate in a wide range of in-classroom teaching experiences in order to develop the skills and confidence necessary to be an effective teacher. The Elementary Education practicum and student teaching/clinical practice experiences have been designed as a serious apprenticeship that requires teacher candidates to spend a one academic year inside schools working alongside veteran Elementary School teachers. In an effort to better serve teacher candidates, the School of Education has implemented a Disposition Support model. The professional dispositions of candidates are a critical component of development for emerging educators. All Elementary Education candidates participate in the Disposition Awareness Workshop; the workshop highlights the components (exemplars) of each of the following dispositions: - Fairness - the commitment demonstrated in striving to meet the educational needs of all persons in a caring, non-discriminatory and equitable manner - Belief that all students can learn - demonstrating behaviors that are inclusive of all children: using data to make instructional decisions, differentiating instruction to meet the needs of diverse learners and demonstrating cultural responsiveness - Collaboration – the process where two or more people work together in an intersection of common goals by jointly developing and agreeing to a set of common goals and directions; sharing responsibility for obtaining those goals; and working together to achieve those goals, using the expertise of each collaborator - Professionalism – the commitment to maintain standards of professional conduct and demonstrate appropriate behavior - Commitment to learning – the investment of effort in learning along with a commitment to scholarship and professional development

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Elementary through Middle School Routledge – 2012 – 313 pages Art Teaching speaks to a new generation of art teachers in a changing society and fresh art world. Comprehensive and up-to-date, it presents fundamental theories, principles, creative approaches, and resources for art teaching in elementary through middle-school. Key sections focus on how children make art, why they make art, the unique qualities of children’s art, and how artistic development can be encouraged in school and at home. Important aspects of curriculum development, integration, evaluation, art room management, and professional development are covered. A wide range of art media with sample art activities is included. Taking the reader to the heart of the classroom, this practical guide describes the realities, challenges, and joys of teaching art, discusses the art room as a zone for creativity, and illustrates how to navigate in a school setting in order to create rich art experiences for students. Many textbooks provide information; this book also provides inspiration. Future and practicing teachers are challenged to think about every aspect of art teaching and to begin formulating independent views and opinions. "Art Teaching is one of the most transformative books about art education that I have read in many years. I wish all art teachers would read and discuss its contents. It will change the way teachers teach and students learn."— NAEA News "This clear text draws upon the authors’ own real experiences and offers insights and guidance for those seeking to teach art in elementary and middle schools." -- Jerome Hausman, Visiting Professor, Art Institute of Chicago "This is an absolutely essential text for future art educators as well as a must-read for current teachers who want to rekindle their creative teaching. At a time when student creativity in this country is on the decline, this book provides inspiration, tangible strategies, and- most importantly- the challenge to make the art classroom the indispensible creative center of every school." -- Cindy Meyers Foley, Director of Education, Columbus Museum of Art and Center for Creativity "Bravo to both authors who provide a refreshing and much needed approach to teaching art in a contemporary classroom. The authors encourage the reader to honor the wisdom of children while allowing them creative license in the art classroom. This book provides a comprehensive view into the world of teaching art and includes nearly everything that a teacher should think about, such as meeting the standards, classroom management, curriculum planning, advocacy, and so much more." -- Kathy Danko-McGhee, Director of Education, Toledo Museum of Art Dedication Preface Acknowledgments 1. From Theory to Practice 2. Art in the Elementary Grades 3. Middle School Art 4. Classroom Organization And Assessment 5. Art Students As Artists 6. Professional Development Of The Art Teacher Index George Szekely is Professor and Area Head--Art Education, University of Kentucky. For his lifetime contributions to art education, he received the Victor Lowenfeld Prize and the Manuel Barkan Award. He was named a National Treasure by the National Art Education Association and presented with the honor of becoming a Distinguished Fellow. Julie Alsip Bucknam is Professor of Art and Art Education at Eastern Kentucky University; recipient of the Kentucky Art Education Association Elementary Art Educator of the Year Award, and the Art Educator of the Year Award; and is Past President of the KyAEA.

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Welcome to the Grace College Art program! As a future graphic designer, you will gain through a degree in Graphic Design a strong foundation for careers within the innovative field of graphic arts. This major provides you with structured opportunities for the study of visual communication. The purpose of the Graphic Design major is to develop your basic art and design skills, increase your knowledge of technical production processes in the graphic arts industry, and provide functional training on graphics software. While bringing practical, professional knowledge to the classroom, our faculty serves to encourage and challenge you to be competent in communicating visually and to develop a mature Christ-centered worldview. Examples of courses in this major: A course that uses project assignments to teach the application of visual graphic communication techniques as well as functional art production and relationships between audience, content, and context. This computer laboratory art course introduces tools and techniques for digital-based imaging and editing. Utilizing Adobe software, this course focuses on the development of visual design skills through digital photo manipulation and technical processes. A computer laboratory course that introduces software utilized for visual communication design. Focusing on project-based page design and layout, students will examine typography, brand standards, and the process of critique. Approaches to print, web, and presentation page design will be explored. A study of letter forms, historical influences, and how type is used as an effective element in context of visual communication design. This introductory course explores fundamentals of illustrative design and how principles and elements are utilized to address specific narrative or expressive problems. A survey of historical and current trends in illustration and an overview of basic business practices are examined. The individuals who will challenge you to learn: B.F.A., Indiana University, Fort Wayne; M.B.A., Indiana Wesleyan University, Marion; M.F.A. in Visual Arts, Azusa Pacific University, Azusa, CA In addition to her academic accomplishments, Professor Kim Reiff has worked in industry as a marketing communications manager, graphic designer, and production manager. B.S. in Art Education, all-grade, Grace College; M.F.A. in visual arts, Vermont College, Norwich University As a contemporary visionary artist,Professor Don Swartzentruber designs carnivalesque images that manifest from interests in theology, cultural issues, and the surreal. He has taught and lectured on the arts for more than 15 years and exhibits nationally. He currently teaches art at Warsaw Community High School. B.A. in Art Education, Oakland City College; M.S. in Art Education, Indiana University; M.Div., Grace Theological Seminary Bringing a unique perspective to the classroom, Prof. J.D. Woods challenges students of European and American art history to explore how religious ideals are reflected in the arts. He has taught in the college's prison extension program for over 10 years, while freelancing in the graphic arts. His hobby is collecting and performing music with the guitar and banjo, for a variety of audiences in the community. B.F.A., Bowling Green State University, OH; M.F.A., Miami University, OH Professor Timothy Young joined the Grace College faculty in 1997. In addition to his B.F.A. and M.F.A. degrees, he has participated in additional studies at Circulo de Bellas Arts, Madrid, Spain. Prof. Young is accomplished in painting and drawing and has exhibited and sold major works in the U.S. and abroad. Some of the positions you can obtain: What others are saying: The Art Department at Grace provided me with the knowledge, preparation, and confidence I needed to get out in the "real world" and find the job that's right for me. —Matthew Hawley, B.S., Graphic Design, 2010 The professors in the Art Department at Grace are truly wonderful. Their dedication, expertise, and Christian character combine to provide students with unparalleled Christian higher education in the visual arts. They have definitely impacted both my artistic skills as well as my spiritual walk with Christ. —Noelle Fink, B.S., Graphic Design and Art Education (double major), 2012 Grace has made such an impact on my life these past two years. Not only have I grown spiritually in my walk with the Lord, but I have also improved greatly as an artist. My goal is to one day become either an artist for Disney or a conceptual artist for the movie industry" —Stephanie Johnston, B.A., Graphic Design and Illustration (double major), 2012

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How is watering geraniums with soapy water, lake water or coffee going to affect the way the plants grow? That’s the study question seventh-grade life science students at Anoka Middle School for the Arts will be asking themselves over the next two months. Malmborg’s Garden Center & Greenhouses donated hundreds of geraniums for more than 600 seventh-graders, as the business has for the past two years. Students each care for a geranium, watering it with either soapy water, lake water or coffee and tracking its evolution. The project – dubbed GeraniuMania – will help students learn about the scientific method and hone their observational skills. March 19 and 20, Mary Spivey and Ami Thompson, educators with the University of Minnesota’s Cedar Creek Ecosystem Science Reserve, presented students with their study question. Silly scenarios found students trapped in a car wash, ice house or coffee shop until May, tasked with keeping their geraniums alive. The only resources available are soapy water, lake water or coffee. Students immediately began to speculate what the various liquids might do to their geraniums. Adam Mishler, with one-third of his peers, will water his geranium with coffee. “I think it’s going to die,” he said. “Coffee dehydrates you, and I’m guessing if it dehydrates humans, it’s going to dehydrate the plants.” Other students speculated that soapy water, with a very basic pH level, might bring geraniums closer to their ideal growing environment and allow them to thrive. As Spivey and Thompson were discussing the scientific process, science teacher John Jacobson and AMSA Curriculum Integration Coordinator Jolanda Dranchak stepped into other classrooms to encourage artistry in observation. With advances in technology, many scientists have abandoned the once standard practice of sketching as a way to document studies, Jacobson said. Now, many scientists flash their cameras and call it a day. Anoka Middle School students will take photographs of their geraniums throughout the experiment, but perhaps more importantly, they will sketch, which allows details to pop on the page, Jacobson said. He didn’t want students to try and sketch the entire plant in one go; that would be overwhelming. Start with one leaf, he said. Art education can go a long way to supplement lessons in science because “real scientists are artists and critical thinkers,” Thompson said. “Science is a creative process,” she said, emphasizing lessons of process over content. While facts about geraniums will find their way into the unit, the scientific process is the real takeaway. “That’s … going to serve [students] throughout their lives.” Olivia Koester is at [email protected]

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8 weeks up to 22 months Imagine out-of-home care for your infant that you can view as positive and progressive, rather than a drawback in today’s society. We did, and we set out to achieve it. A national and international model for early childhood learning is premised on the observation that though children are small in stature they are immense in mental ability and eager to use it. They also have tremendous physical abilities given the appropriate setting. Studies have repeatedly shown a direct correlation between physical development and mental development. As a result of these observations, we have created a beautiful, sunlit, spacious environment that is custom designed for infants, utterly safe, and alive with responsiveness to their explorations. Within this safe harbor, they enjoy freedom of movement to discover and interact, all the while developing gross motor skills like grasping, reaching, and climbing. Our teachers are American Montessori Society (AMS) certified Infant and Toddler professionals, with an in-depth understanding of the young child’s needs and development. One of the most delightful and memorable aspects of the Infant program is the detailed observational notes the teachers make on each infant to share with the parents. Close communications between parent and teacher is a cornerstone principle we embrace. Language development is an integral part of the Infant program. A teacher’s role is to consciously introduce language through the use of words, inflection, tone, and body language. Infants gather their first understanding of the world, and thrive, through this interaction. Finally, we create a warm, nurturing, and loving atmosphere that surrounds the infants and is essential to their development. We treat them with respect in every encounter. Sometimes we just get out of their way as they take their first exploratory steps down their own natural road of development.

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Students working toward a bachelor's degree in education have an opportunity to learn effective techniques for working with individuals of various grade levels and life stages. Schools typically offer the degree as a Bachelor of Education (B.Ed.), and specialized programs may focus on topics such as early childhood education or elementary education. Full-time students can generally complete the degree program in four years. Online Bachelor's Degree in Education: Coursework and Overview Students pursuing a Bachelor of Education may take courses both inside and outside of the field, with a combination of education classes and courses in a subject that they wish to teach (e.g., English, math, or biology). Below are examples of education courses that students in the degree program commonly take: - Introduction to Early Childhood Education: Students examine the history of early childhood education programs in addition to current trends and issues pertinent to educating young children. Specialized courses could cover subjects such as infant and toddler care. - Child Development: Courses typically cover children's growth as well as their physical, cognitive, and psychosocial development from conception to adolescence. - Children's Literature: Students explore and analyze various genres in children's literature. They discuss ways to integrate literature into other subject areas, such as math and social studies. - Contemporary Issues in Education: Students discuss current issues impacting the U.S. education system, including social, political, and policy issues. - Secondary Education Teaching Methods: These specialized secondary education courses focus on teaching methods for specific content areas, such as math and English. Students study effective teaching practices and curriculum specific to the subject area. Potential Career Opportunities for Individuals with a Bachelor's Degree in Education A bachelor's degree in education can provide students with skills applicable to a variety of career paths, primarily in education. With the necessary qualifications, graduates of Bachelor of Education degree programs can pursue careers such as those discussed below: - Kindergarten and elementary school teachers typically provide instruction to children in kindergarten through fourth or fifth grade. They teach subjects such as reading and math and also assess students' abilities, strengths, and weaknesses. By taking early childhood education and child development courses, students interested in this career can acquire an understanding of how individuals develop throughout their youth and learn effective techniques for teaching young children. - High school teachers plan and deliver lessons for subject-based classes and help prepare students for state-required standardized tests. The Bureau of Labor Statistics (bls.gov) states that individuals hoping to teach high school students typically major in a specific content area, such as chemistry or history, and often supplement that content focus with education and child psychology courses. - Middle school teachers usually instruct students in grades 6-8. They teach students concepts and skills for core subjects and help prepare them for high school. According to bls.gov, many states require prospective middle school teachers to major in the subject that they plan to teach, although some states require them to major in elementary education. Prospective middle school teachers who concentrate in a content area can supplement their degree with education courses. Taking curriculum development courses, especially those centered on the student's preferred subject, can help prepare students for classroom instruction. - Preschool teachers typically work with children between the ages of 3 and 5. They implement a curriculum and plan activities that further children's development of basic skills, such as language, motor, and social skills. While a bachelor's degree is not always required for this career, bls.gov reveals that public schools often require preschool teachers to have at least a bachelor's degree in early childhood education or a related subject in addition to a license to teach early childhood education. Students working toward their bachelor's degree can explore relevant topics such as child development and techniques for instructing young children. While a bachelor's degree in education can help prepare students for the careers outlined above, public school teachers must also have a license or certification in order to teach, according to bls.gov. Licensing and certification requirements vary by state. Some states, for example, require teachers to earn a master's degree after they have earned a teaching certification. Students interested in furthering their education after earning their bachelor's degree should speak to an admissions counselor and research state requirements for teachers. Individuals who would like a more in-depth look at bachelor's degree in education programs and the opportunities available to those with the degree should check out the Guide to Majors in Education. Additional Resources for Individuals Pursuing an Online Bachelor's Degree in Education: High School Teachers, Bureau of Labor Statistics, 2012 Kindergarten and Elementary School Teachers, Bureau of Labor Statistics, 2012 Middle School Teachers, Bureau of Labor Statistics, 2012 Preschool Teachers, Bureau of Labor Statistics, 2012

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more Understanding why my toddler lies All adults know that there are lies, and then there are lies. While we understand that sometimes everyone has to tell a lie - usually to avoid hurting someone's feelings - children lie for reasons that may not be obvious to grown-ups. - More than doing the 'right thing', your toddler wants to please you - and so if he's done something he knows that you'll be unhappy with, he may lie about it to avoid making you angry with him. - Your toddler may have more incentive to lie - because he fears the punishment that will follow - than to tell the truth. - He may model the behaviour he witnesses in the home - he doesn't understand the concept of a little white lie. - Young children often lie because they don't fully understand the difference between reality and fantasy. Until he's 3 or 4, your toddler won't really understand the concept of lying, because he also doesn't yet understand the idea of truth based on fact. - Your toddler may be tempted to stretch the truth with a bit of wishful thinking. Sometimes, when your toddler wishes one thing happened instead of another - that his sister fell over running rather than as a result of him pushing her - he may believe that by telling it the way he wished it happened, it may make it so. - 1. How much sleep does my toddler need? - 2. Going to bed problems - 3. Reading with toddlers - 4. Kids songs - 5. Cooking with a toddler - 6. Best books for toddlers - 7. Play stages for toddlers - 8. Feeding toddlers - 9. Encouraging your toddler to eat - 10. Toddlers and fussy eating - 11. Toilet training basics - 12. Discipline 1 - 3 years - 13. Toddler fears - 14. Understanding why my toddler lies - 15. Best toddler tips - 16. 10 tips to deal with tantrums

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A captivating look at how a child, fits into the great, big universe around us. “Big sky, big sky, what is bigger than the sky?” In this clever concept book for young readers, award-winning author Jo Ellen Bogart explores the size of animate and inanimate objects and their place in the universe. She introduces children to the concept of “we” — that humans are a big part of the world, but a small part of existence. In the vastness of the universe, with galaxies swirling through space, the book begins with simple words printed on the darkness. Moving closer to our world, we see the solar system, our sun at the center. Closer still, we see the huge ball of fire, which is the sun, and the third planet out from it — our blue Earth. From Earth looming huge on the page, young readers view smaller and smaller objects, from mountain to tree to man to child to kitten to mouse to flea to microscopic beings, amazing in their complexity. Accompanied by artist Gillian Newland’s lavish watercolor paintings, Big and Small, Room for All places the immensity and wonder of space in perspective so young readers comprehend they are part of creation, but a small part of all that exists. About the Author Jo Ellen Bogart is the author of many best-selling children’s books, including Jeremiah Learns to Read, Daniel’s Dog, and Gifts. She has degrees in elementary education and psychology from the University of Texas, and she now writes full time. Jo Ellen has won the Ruth Schwartz Award and has been shortlisted for the Mr. Christie’s Book Award. Her first book for Tundra was a biography of Maud Lewis called Capturing Joy: The Story of Maud Lewis. Born in Houston, Texas, she now lives in a pet-filled home in Guelph, Ontario. Gillian Newland is an artist living and working in Toronto, Ontario. She has a diploma in illustration from Sheridan College. This is her first children’s book. When she is not working, Gillian likes to travel. She tends to be the reclusive sort, but you can sometimes find her sketching on the subway. Praise for Big and Small, Room for All… Praise for Capturing Joy: “. . . Bogart’s introduction to this Canadian painter is a lesson in self-determination . . . A lovely and inspiring book.” — School Library Journal “Jo Ellen Bogart tells Lewis’ story with empathy and insight . . .” – Quill & Quire

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One of the most important chapters in The Practice of Practice–chapter 6–has nothing to do with practice directly, it has to do with what you think about musical talent. Is musical ability “natural,” a gift of genetics? Is it something you’re born with? Something you either have or you don’t? Or is musical talent earned through exposure and effort? Your answer will have a profound impact on your practice: your motivation to practice, how you approach practice, whether you persist in the face of challenges, and how deeply you learn when you do practice. This stems from Carol Dweck’s work on how your ideas about the nature of intelligence affects how you learn. Here’s a superb summary of her work by Trevor Ragan. Dweck’s studies have been replicated and expanded since 1986 when Dr. Dweck first began her investigations. She has a wonderful book out that covers the topic in great detail, called Mindsets. Music education researcher Bret Smith has found similar repercussions for musicians who hold fixed (innate ability), or fluid (talent is grown) ideas about musical ability. The kicker is that it doesn’t really matter whether musical talent is genetic or not, it’s your ideas about its nature that shape how you practice. Want to learn more about this topic, and 45 other chapters of great material? Pick up a copy of The Practice of Practice. Learn more about the book here. Filed under: Motivation, Research Articles, Why | Tagged: Bret Smith, Carol Dweck, Dweck, Jonathan Harnum, Learning, Mindset, Music education, music practice, practice, practice book, read, The Practice of, the practice of practice | Leave a comment »

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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/ Blog » Why Should Young Children Listen to Mozart's Music? Parents often ask, "What recordings should I have my children listen to?" High on the list of recommendations are compositions by Mozart and his contemporary, Haydn. Among the many reasons given for choosing these two composers, and others like them, is that their music is highly suited to stimulate brain development in young children as well as providing an excellent foundation upon which to develop basic concepts of music. The next question naturally follows, "What is so special about the music of Mozart and Haydn?" The answer is in the rules these composers use to choose and organize the melody, harmony, and rhythm in their compositions. These rules give an order and structural clarity to these elements. This structural clarity in the music of Mozart and Haydn is what makes their music especially memorable to the young child. When a child recognizes the structure of music, a specific part of the brain is activated, the same part of the brain that is also activated when a child recognizes the meaningful structure of words in a sentence. In this case, brain activation by listening to Mozart's music and others like it can have a positive developmental effect on language comprehension and intelligence. Link to a specific study on musical structure and language:

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What exactly is a “literate home?” It is an environment that encourages children to learn to read and write and become lifelong readers and writers. Transforming your home into a literate home is simple and inexpensive. You need to consider what kinds of materials to have on hand and how to arrange materials so your child will use them. More importantly, you need to interact with your child in ways that foster literacy development. Follow the tips in the pages below to learn about what materials parents need and what parents can do. If you like, print the page that relates to the age of your child and stick it on the fridge, for regular reference. Select an Age:

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Division of Social Sciences and Human Services Social workers help people deal with a wide range of problems. They help individuals and families cope with mental illness and problems such as inadequate housing, unemployment, lack of job skills, financial mismanagement, serious illness, disability, substance abuse, unwanted pregnancy or antisocial behavior. They also work with families who have serious conflicts, including those involving child or spousal abuse. Through direct counseling, social workers help clients identify their concerns, consider solutions and find resources. Often, social workers provide concrete information such as where to go for debt counseling, how to find child care or elder care, how to apply for public assistance or other benefits or how to get an alcoholic or drug addict admitted to a rehabilitation program. Social workers may also arrange for services in consultation with clients and then follow through to assure the services are helpful. Most social workers specialize in a clinical field such as child welfare and family services, mental health or school social work. Clinical social workers offer psychotherapy or counseling and a range of services in public agencies, in clinics and in private practice. Other types of social workers are: Social workers in child welfare or family services may counsel parents on how to care for disabled children or to arrange for services during a family member’s illness; in child or adult protective services they investigate reports of abuse; in mental health they provide group therapy, outreach services, intervention and rehabilitation; in health care they help patients and families cope with the affects of chronic, acute or terminal illness; in schools they diagnose problems with children and counsel children and help the disabled to be accommodated; in criminal justice they make recommendations and provide services for inmates and families; in occupational social work they work within a corporation’s personnel or health unit; and yet others focus on the needs of the elderly. LCCC offers two programs in social work. We offer an associate of arts degree (with an emphasis in social work), and an associate of applied science degree in human services. These programs may be completed in two years of full-time study. For more information on educational opportunities in social work at LCCC, see the reverse side of this sheet. Educational Opportunities in Social Work Associate of Arts The associate of arts is for students who want to pursue bachelor’s degrees in social work by completing the first two or more years at LCCC. Students completing the associate of arts degree may transfer with junior (or higher) standing to the four-year university or college of their choice. Students may also select the associate of arts degree if they wish to complete the first two or more years of a bachelor’s degree program at LCCC in program fields such as fine art, computer art, graphic design, business, history, music, political science, sociology, psychology, theater, urban studies, elementary education and secondary education. There are virtually no limitations to the programs that can be pursued as LCCC can customize associate of arts programs to meet the transfer college/university’s requirements. The associate of arts program may be completed in two years, if taken on a full-time basis. Many LCCC students choose to study on a part-time basis. Related Educational Opportunities Educational Opportunities through LCCC’s University Partnership Youngstown State University Bachelor of Social Work A baccalaureate degree in social work from an accredited degree program qualifies a person to apply for licensing in the state of Ohio. Students who wish to transfer to Youngstown State University to complete the bachelor of social work degree must be in good standing with at least a 2.0 or higher accumulated grade point average on a 4.0 scale. The formal admission of students into the Program takes into account general education requirements and required support courses, as well as criteria established by full-service faculty in the YSU Department of Social Work. Master in Health and Human Services Certificate in Health Care Management The Certificate in Health Care Management is a collaborative program between the College of Health and Human Services and the Williamson College of Business Administration. The program accommodates students from health and human service professions who require the skills and abilities for supervisory/managerial positions or who desire competence in health promotion. After completion of an academic core of course work, students may concentrate in either health promotion or administration for health and human service professions. SSL 03 1035

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Online or Printed with hidden answers Log-in not required What it is & how it works The Time-Keeper (perfect for smart-board use) Teachers check list Rapid Recall Help Guide Teachers can use this 10 minutes each day to improve their students Numeracy Skills. Rapid-Recall is the perfect program to use in the classroom once or twice each day. It will improve students accuracy and number facts. Classroom computers are not essential as all activities can also be printed. A POWERFUL FEATURE: Students are able to practise for the next day's class from home - they can easily find their own level by remembering their animal and number eg "elephant 3". All sheets are randomly generated, so no two sheets are ever the same.

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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. I saw this on my Teacher's Federation newsgroup and thought it might be of interest, especially to those who are looking for information about the importance of art education. VOICES FOR CHILDREN The Importance of Art and Creative Expression Article 31 of the Convention on the Rights of the Child “recognizes the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts”. The Convention states that governments should actively promote this right as well as encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity. In the Toronto Children’s Charter Article 6 states “all Toronto children shall be entitled to participate in recreational and leisure activities, in the form of play, creative expression and skill development "Imagination is more important than knowledge." A.Einstein Lowenfield, a noted art educator, identified the different stages of Ages 2 – 4 years – the scribbling stage is characterized by up and down movement, with colour not being an important choice, and the names of the drawings represent the way the child sees the drawing. The experience is personal and expression follows. The drawings are often characterized by the big head of the figures. Ages 4 – 6 years – the preschematic stage as “creative consciousness” in which the scribbles are controlled and have an identity with a name. Parts of the drawing maybe exaggerated with the use of unreal colour and size. Ages 7 – 9 years – the schematic stage as a representation with no intention of exhibiting an experience. There is more realism, the child is part of the portrayed environment and there is a use of symbols. Ages 9 – 11 years, the gang stage is a connection with reality and the child begins to draw what he/she sees. Do not draw for the child. When an adult draws for a child, the child is less likely to be satisfied with his/her own drawings because the child feels the adult’s drawing must be the correct one. This may reduce self-confidence and increase frustration as well as reduce a child’s willingness to take risks. Do not solely rely on the use of colouring books. They limit the imagination and the way a child communicates through art. Use well-illustrated books when reading to children. Having a reference such as richly illustrated picture books provides a source of imagination for the child and a point for exploration between child and adult. Keep it simple, paper and crayons or markers can bring out the imagination by allowing a child maximum opportunity for free expression. Do give approval. Encourage your child to talk about the drawing as this strengthens verbal and cognitive growth. Do not judge the end product, remember it is the process of creating which is important for the child. Do not compare your child’s work with another. Each child has a unique way of expressing him or herself, it is his or her own personal language or Do display your child’s art work. This builds self-esteem and confidence. A place on the fridge or bulletin board can be easy updated with new work. Invite your child to participate in the display and place at least some work at the child’s eye level. KIDZ DRAW www.kidzdraw.com Is an art web site for children ages 3 –10+. It is a place to draw, create and have fun! Activities are geared for specific age groups taking into account developmental stages as well as creative interests. There are interviews, art projects, art tips, online art gallery where children can post their art and much more. Kidzdraw is produced by Ariande Prooductions with Carol Mark. For more information you can contact Carol Mark at ariaprod Artists for Kids International Children’s Art Foundation How Art Activities Can Be Used To Enhance the Education of Young Children Hale, Judy; Roy, Joyce, 1996 This archive was generated by hypermail 2b29 : Thu Apr 06 2000 - 16:03:34 PDT

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This display explores the role that Basic Design – a new and radical approach to training in art schools – played in revolutionising art education across Britain in the 1950s and 1960s. Through the work of some of its key teachers including Roy Ascott, Richard Hamilton, Tom Hudson, Victor Pasmore and Harry Thubron, and their students, the display will survey the main features of Basic Design as they emerged and were taught in Britain, with accompanying archival material and video documentation. A booklet also accompanies the display with texts on the history and development of Basic Design teaching in art school education. This display has been devised by Elena Crippa and Beth Williamson with Jenny Powell. It forms part of Tate’s Leverhulme Trust-funded research project Art School Educated.

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In music education the phonograph was early adopted as a tool in teaching both serious students and laymen. Teachers who could not adequately illustrate musical examples at the piano found in records a means of demonstration. They could also bring entire orchestras into the classroom by means of the phonograph. In 1930 the Columbia History of Music by Ear and Eye, a phonographic survey that became popular in music history classes, enabled many students—as well as many of their teachers—to hear for the first time such instruments as viols, lutes, virginals, clavichords, and harpsichords together with the then little-known music written for them. A half dozen years later another educational recorded project, L’Anthologie sonore, added impetus to this specialized field. By the 1960s the Baroque music of the 17th and 18th centuries—as well as the earlier music of the Renaissance and medieval era—increasingly was recorded in performances using the instruments for which it was written. Such music found a wide audience beyond educational institutions; this audience was developed in large part by the phonograph. By the late 20th century many conservatories, colleges, and universities, and even some secondary schools, had constructed recording studios to enable students to analyze their own performances or to rehear their own compositions. Records also enabled music critics to expand their knowledge and perspective of music and performance practices. Unfortunately, a record collection also allows reviewers to write on superficial differences between performances with very little expenditure of intellectual energy. New music has suffered especially from the resulting loss of the ability of many critics to expostulate on music for their readers. The impact of recordings on the concert hall has also been enormous, both for classical and for popular performances. Performers today can hardly hope to attract a concert audience if they have not produced distinguished recordings; usually, their audiences, both at home and abroad, consist of persons who know the performers’ work through recordings. In the popular music field especially, many performers cannot compete in live appearances with recordings in which they depend heavily on technical aid. There are some who feel that the phonograph may cause the demise of live performance in the concert hall, which, if it survives at all, will do so for social rather than musical reasons. A possible indication of this trend is the disappearance of independent, nonacademic, nonprofessional classical music magazines in America; instead, there are record magazines. Their name changes are significant: The American Record Guide, established in 1935 as The American Music Lover; High Fidelity, established in 1951; and Stereo Review, established in 1958 as Hi Fi/Music Review. The record magazine is not a peculiarly American phenomenon; England has The Gramophone and Records and Recording; France, Diapason and Harmonie; Germany, HiFi Stereophonie and Fono Forum; Italy, Discoteca Hi Fi; Holland, Luister; Belgium, Hi-Fi Musique; Sweden, Musikrevy; and Japan, Record Art/Record Geijutsu, among many other periodical publications. The entire field of comparative musicology—i.e., the study of the relationships between Western, non-Western, and primitive music—depends upon disc and tape recordings. Although the discipline may be traced to the 18th century, it did not emerge from a primitive state until it acquired phonographic tools. Primitive music is generally transmitted orally rather than through a written tradition, and as such its performance practices—certainly in rhythm and intonation—cannot be accurately transcribed into Western notation. Since World War II anthropologists and musicologists have visited the most remote parts of the world with tape machines to record aboriginal music before it was either tainted or wiped out by Western civilization. The most recent studies have been conducted as a race against time or more specifically against the transistor radio, a ubiquitous commodity that is homogenizing the world’s musics.

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Through a degree in The Arts, you develop a deeper understanding of your particular artistic interest and better express your own concepts and ideas. You can focus on visual arts, performing arts, creative writing or arts management. You explore the historical and cultural context of art, its theoretical and philosophical issues, and its current developments and perspectives. Your studies will help refine your research skills, your artistic technique and your ability to form, express and communicate ideas, images and critical judgments. Popular Concentrations in The Arts Study options in The Arts include the practice, history and criticism in fields such as: - visual arts - performing arts - film arts You can focus on a single art form, a theme or combine elements for an interdisciplinary concentration. Special programs in the visual arts are offered at the Metropolitan Center in New York City. Why choose a degree in The Arts? Students who study in The Arts are: - increasing their skills - preparing for graduate school - advancing in their current occupations in the arts world - laying the foundation and groundwork for future occupations in art education or therapy, as well as museum and gallery work Sample Degree Programs SUNY Empire State College students work closely with their mentors to design their own degree programs. These sample degree program plans illustrate the degree program format and provide examples of some different types of individualized degree programs.

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A Resource Guide for Elementary School Teachingis a practical, comprehensive, and concise methods book designed to engage readers in "hands-on" and "minds-on" learning about effective teaching. Each chapter contains an abundance of application exercises on perforated pages that provide opportunities to practice what is learned and to reflect on the progress teachers are making toward their professional competence. Its rich, practical, timely topics include planning, class management (including culturally responsive classrooms), teaching strategies, integrated technology/media, assessment, and more. The user-friendly format presents readers with a valuable resource that transcends its use in college coursework alone by offering strategies that can be easily applied in elementary classrooms, and its practical approach provides hands-on activities, exercises, and strategies for student teaching and field experiences. Inservice Elementary Teachers (K-5). Patricia L. Roberts joined the faculty at California State University, Sacramento (CSUS), where she taught courses in children’s literature, reading, and language arts, and served as coordinator of a Teacher Education Center in Elementary Education and Associate Chair and Chair of the Department of Teacher Education. Author and co-author of more than 20 teacher resource books and texts, she is an invited biographer in Who’s Who in America, recipient of the Distinguished Alumnus of the Year Award (University of the Pacific) and CSUS Award for Merit for Teaching. Listed online Cambridge Who’s Who Registry Among Executive and Professional Women at www.patriciaroberts76.mycwapp.com Richard Kellough is author and coauthor of more than 50 textbooks, including A Primer For New Principals: Guidelines For Success (Rowman & Littlefield, 2008), A Resource Guide For Teaching K-12, 6/E (Allyn & Bacon, 2011), Teaching Young Adolescents: Methods And Resources, 5/E (Pearson, 2008), Teaching And Learning K-8: A Guide To Methods And Resources, 9/E (Pearson, 2008), Your First Year Of Teaching: Guidelines For Success, 5/E (Pearson, 2009), Science K-8: An Integrated Approach, 11/E (Allyn & Bacon, 2008), and A Guide For Developing Interdisciplinary Thematic Units, 4/E (Pearson, 2008), as well as numerous journal articles. A member of several prominent organizations, Dr. Kellough has been elected to the Phi Sigma Society, the Botanical Society of America, and the American Bryological Society. His many recognitions include recipient of the Outstanding Biology Teacher Recognition Award (State of California) from the National Biology Teachers Association, being named a National Science Foundation Research Fellow at the University of California, Davis, as well as listings in the International Authors And Writers Who's Who, Leaders In Eco Education, Men Of Achievement (Vol. 1), Dictionary Of International Biography (Volumes 9 and 10), and Leaders In Education. Part I: ELEMENTARY SCHOOL TEACHING AND LEARNING Chapter 1: What Do I Need to Know about Today’s Elementary Schools? Chapter 2: The Nature of the Challenge: What Do I Need to Know about Elementary Learners? Chapter 3: What Are the Expectations, Responsibilities, and Facilitating Behaviors of a Classroom Teacher? Chapter 4: What Do I Need to Know to Manage an Effective and Safe Learning Environment? Part II: PLANNING FOR CURRICULUM AND INSTRUCTION Chapter 5: How Do I Plan and Select Content? Chapter 6: How Do I Assess, Use, and Report Student Achievement? Chapter 7: How Do I Prepare Activities, Lessons, and Units? PART III: EFFECTIVE INSTRUCTION, TEACHER ASSESSMENT, AND PROFESSIONAL DEVELOPMENT Chapter 8: What Do I Need to Know to Use Teacher Talk and Questioning as Effective Instructional Tools? Chapter 9: What Guidelines Assist My Use of Demonstrations, Thinking, Inquiry Learning, and Games? Chapter 10: What Guidelines Assist My Use of Groupings and Assignments to Promote Positive Interaction and Quality Learning? Chapter 11: How May I Assess My Teaching Effectiveness and Continue My Professional Development? Appendix A: Teacher Tests Study Guide: Hints for Short-Answer Response Questions Appendix B: Self-Check Reflection Guide: Mid-Point and Final Children’s Literature Index Name Index Subject Index With Target Topics for Teacher Tests

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• Performance injuries are preventable. A holistic approach that encourages wellness and personal responsibility is necessary for prevention. Schools of music should focus on Prevention Education in addition to supporting efforts directed at treating diseases once they have occurred. • Schools of music do influence student behaviors through factors such as collective values, beliefs, and actions. These factors need to be considered and modified as crucial first steps toward reducing the rate and severity of performance injuries. A health promotion framework offers a common philosophical and practical basis for such efforts and would allow for effective and sustainable prevention-oriented educational efforts. • Without diminishing the concerns for musculoskeletal, vocal, and mental health, schools of music should recognize that Noise-Induced Hearing Loss is a widespread and serious public health issue and that music is always implicated as a causal factor. This problem receives little or no recognition in schools of music. A high priority strategy is needed for informing all music students about the risks for noise-induced hearing loss. •Because many of the physical, psychological, and sociological determinants for performance injuries are well established before young musicians attend college, schools of music must prepare health-conscious music educators and produce injury-free musicians. Music education faculty must acknowledge the possible negative consequences of learning and performing music and prepare future teachers accordingly.

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The only Historically Black College and University System in the nation HISTORY Southern University established in 1880 in New Orleans, Louisiana Southern University and A&M College relocated to Baton Rouge (Scotlandville) in 1914 Southern University and A&M College System established in 1974 BOARD OF TRUSTEES 16-member Board of Supervisors 15 appointed by the Governor and confirmed by the LA State Senate for 6-year terms 1 student member selected by the SU System SGA Presidents LEADERSHIP Southern University System President - Dr. Ronald Mason Jr. Board Chair - Mr. Darren Mire Board Vice-Chair - Atty. Murphy Bell SYSTEM CAMPUSES Southern University and A&M College, Baton Rouge Dr. James Llorens, chancellor www.subr.edu Southern University, New Orleans Dr Victor Ukpolo, chancellor www.suno.edu Southern University, Shreveport (2-yr institution) Dr. Ray L. Belton, chancellor www.susla.edu Southern University Law Center (est. 1947) Freddie Pitcher Jr., chancellor www.sulc.edu Southern University Agricultural Research and Extension Center Dr. Leodrey Williams, chancellor www.suagcenter.edu ENROLLMENT Enrolled 14,011 students in 2010-11 - 67% Male - 33% Female - 23% attend part-time GRADUATES Graduated 2,090 in 2010-11 67 certificate/diploma (SUSLA) 85% Black 12% White 3% Other 298 associates (SUSLA. SUNO) 81% Black 17% White 2% Other 1100 bachelor's 92% Black 5 % White 3% Other 451 masters' 77% Black 7% White 16% Other 23 doctoral 78% Black 22% White 151 professional (SULC) 61% Black 35% White 4% Other BUDGET / ECONOMIC IMPACT Estimated System Operating Budget FY 2011-2012 - $138 million SU System as a whole brings $539.5 million to Louisiana HIGHLIGHTS / ACCOMPLISHMENTS - The Southern University System has a new educational partnership with Education Online Services Corporation (EOServe Corp.) to implement multiple online degree programs. -The SU System established The Honoré Center for Undergraduate Student Achievement, a new program focused on significantly increasing the number of African-American male, baccalaureate degree holders in the New Orleans region. The goal is to enroll African-American males in elementary education, to have more male role models in the school system. In exchange for free tuition, graduate of the program must teach two years in New Orleans. - The Southern University System (SUS) will become the first university in Louisiana to become 100 percent tobacco-free. - The Southern University Law Center (SULC) is among the nation's most popular law programs according to a U.S. News and World Report article posted Thursday, March 24, 2011.

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Researchers agree that language and literacy derive from the first days of a child’s life. Children become literate members in society by listening and interacting with the people that surround them. This study examines how children develop literacy through play by looking closely at the benefits of uninterrupted play and how it encourages language development. The development of language skills, including reading and writing competence, through social interaction was observed to see how literacy development occurs within a home environment. This study also offers successful strategies to use during play that will enhance reading and writing skills within young children. Mielonen, Alissa and Paterson, Wendy "Developing Literacy Through Play," Journal of Inquiry and Action in Education: 1, Article 2. Available at: http://digitalcommons.buffalostate.edu/jiae/vol3/iss1/2

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The Amount and Effect of Recreational Reading in Selected Fifth Grade Classes Date of Award Doctor of Philosophy (PhD) Reading and Language Arts William D. Sheldon Elementary education, Accessibility, Recommendation, Reading achievement, Vocabulary, Reading comprehension Education | Reading and Language In this investigation, the recreational reading of 190 fifth grade children in suburban schools was studies. Children were trained to record all books read outside of school. Certain conditions were controlled to foster honesty and accuracy in the children's records of their readings. The purposes of the investigation were a) to collect data concerning the amount of reading done by the children, b) to observe the effects of two factors --- accessibility and recommendation -- upon the number of books read by the children, and c) to determine whether the number of books could be shown to be correlated with gain in reading achievement test scores in vocabulary comprehension. Surface provides description only. Full text is available to ProQuest subscribers. Ask your Librarian for assistance. Bissett, Donald J., "The Amount and Effect of Recreational Reading in Selected Fifth Grade Classes" (1969). Reading and Language Arts - Dissertations. Paper 18.

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Contact: Science Press Package American Association for the Advancement of Science Whale numbers, before hunting Humpback whales in the singing position. According to the authors, whales were far more abundant before commercial hunting than previously thought. Courtesy of NOAA. Click here for a high resolution photograph. When Europeans first came across the Atlantic to North America, more than 300 years ago, they marveled at the large numbers of whales they could see in the ocean. But, hunters have killed a great many whales since then. Scientists Joe Roman of Harvard University in Boston, MA and Stephen Palumbi of Stanford University in Stanford, CA wanted to know how many whales there were before the hunting began. They studied the DNA of three kinds of whales: humpback, fin, and minke whales. The large amount of variation in the whalesí DNA sequences was a big clue that the populations used to be much larger than they are. According to the scientistsí calculations, there were once ten times more humpback and fin whales than there are now. Because the numbers of these types of whales are now so low, the researchers donít think the populations will survive if they are hunted commercially. The scientists published their research in the July 25, 2003 issue of the journal Science. Click here for more pictures of whales Back to Science for kids Science is published by the American Association for the Advancement of Science.

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Classical MPR in the Classroom is a standards-based video series to assist elementary music teachers in the classroom. The videos and curriculum are available for free on the Classical MPR YouTube channel as well as here on classicalmpr.org. Science, Technology, Engineering and Mathematics (STEM) integrated curricula has become increasingly popular in education standards across the nation. The hope is that these new standards will encourage students to develop an interest in the sciences, resulting in the United States keep pace with global innovations in science and technology. Recently, artists and scientists have begun to assert that it is essential to add an A for "Arts" to STEM — transforming it to STEAM — to include artistic creativity in children's education. (See articles at right for further information on this.) The next two videos in the Classical MPR in the Classroom series explain the science behind volume and pitch, combining scientific enquiry with musical concepts. In Sound as Energy, students explore the scientific concept of sound-wave energy and its application in music. The children learn about the relationship of the size and shape of sound waves to dynamics such as forte, piano, crescendo, and decrescendo. They also gain an understanding of the decibel unit through examples from everyday life. This humor-filled video is sure to appeal to younger audiences. In Pitch, the host uses a variety of instruments to demonstrate and explain how musical pitches change from high to low. From marimba to talking drum to guitar, the students explore how to change the pitch on each instrument and then discuss the physical patterns that they discover. To incorporate technology, the iPad app Tone Generator Ultra is used to visually demonstrate how a pitch and its correlating wave change based on the pitch's frequency. Classical MPR thanks The Sunup Foundation for generous support of this music education initiative.

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Fisher Price has a range of toys that are designed to help your child's mental and physical development through play. more Mathematics milestones 5-6 Having learnt to recognise numerals and numbers to ten during the preschool years they are ready to learn to count and represent numbers through drawing and using concrete materials such as counters. Children in this age bracket can progress in leaps or bounds, or develop skills at a steady pace. Please consider what you read below in the context of your own child’s unique development. Types of numeracy skills 5-6 year olds can display - Children who are 5-6 years of age are counting to 30 and able to represent numbers to 20. This means that they can link the number of objects to the numeral. - Children are grouping objects into sets and learning to count by ones to determine the size of each set. At the beginning of the year a small number of children may still be figuring out how to accurately determine the number of items but most can work out sets (groups) of ten. - Children of this age can commonly model subtraction by moving groups apart. - They can use ordinal numbers and identify which object is first, second, last and second last in a race or diagram. - Children at this stage of development are modelling multiplication and division by manipulating concrete materials to form equal groups as well as dividing amounts fairly. - Children can recognise coins and notes and understand their purpose. - Children are increasingly using mathematical language and linking their mathematical ideas. At this stage numeracy is very closely linked to measurement tasks. - Children can commonly count backwards from 10 in the second half of the year. - By the age of six many children can recognise numbers to 100. When recording counting children may begin to use tallies. - Children will begin to start to solve simple everyday problems using number symbols. For example “if you had two blue balloons and two red balloons there would be 4 balloons all together which you could write 2+2=4. - Children aged six may be able to count by 10s to 100, 10, 20, 30 etc. - They are able to use comparative language such as ‘greater than’, ‘less than’ to describe groups of objects. - Children of this age are now able to understand the concept of less with numbers lower than ten. For example students can identify “which is less 9 or 3?” The focus for children in this age group is to manipulate and play with objects so that they can develop clear links between their own environment and the maths concepts which they are learning. From this earliest age the goal is to focus on creating confidence in talking about numbers.www.K6.boardofstudies.nsw.edu.au www.vels.vcaa.vic.edu.au www.sacsa.sa.edu.au Find more teaching tricks to inspire learning: - Teaching kids to tell time - Teaching left vs. right - Tips for teaching addition - Tips for teaching subtraction - Tips for teaching multiplication - Tips for teaching division - The importance of music lessons - Mathematical milestones for pre-kinder children - Mathematical milestones for 5-6 year old children - Mathematical milestones for 7-8 year old children - Mathematical milestones for 9-10 year old children - Mathematical milestones for 11-12 year old children

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The Development of Writing-Intensive School Environments over Time Summary: This report, based on the work of the New York City Writing Project, suggests that a consistent focus on literacy development across content areas (curricular cohesiveness) cannot be achieved in the absence of a mature professional community. Furthermore, a mature professional community will continue to benefit from professional development aimed at sustaining and enhancing an environment with a high degree of writing intensity, which ultimately affects both teacher practice and student learning outcomes. Excerpt from Report The noncomparative case studies of Northside High School and Eastriver Secondary School illustrate how differences in school culture and structure shaped the NYCWP's work, ultimately leading to differing degrees of success in developing a high degree of opportunity for students to engage in learning through varied and meaningful forms of writing throughout their school day. Considered together, the case studies suggest that a focus on literacy across the content areas (curricular cohesiveness) is not achieved in the absence of a mature professional community or independent from high writing intensity in a school. In fact, when they coexist, these three mutually-reinforcing elements contribute to the effectiveness of WISE-focused professional development.

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Reading Frida Kahlo: How Does Her Art Speak? | Renee Sandell, Ph.D. Enjoy a new way of understanding art as you unlock the unique ideas and feelings embedded in a painting by Frida Kahlo (1907-1954)--one of the most influential Mexican painters of the 20th century. This interactive presentation will help you develop essential observation skills in successfully reading the form, theme and context in Frida’s artwork. Together as a group, we will share discoveries and interpretations of Kahlo’s life and artwork, informed by judgments based on our direct visual experience. VISUAL JOURNALING: Easy Access to Your Innate Creativity Treat yourself to the playful experience of VISUAL JOURNALING to activate your innate creativity. By using our “forever available” childhood experience of making lines, shapes, dots, doodles, symbols and words, we will actually be practicing a form of art expression known as marking – something all of us have done and can do virtually at will. When we choose to organize our marks to visually share an experience or tell a story or capture a memory, we practice the art form of mapping. Through these accessible mark-making skills, plus some gentle yet expert instruction and the use of special art tools, you will create a beautiful artistic expression -- a map -- of your own ideas, thoughts, feelings, and actions enhanced by your unique experiences here at the Ranch. Your map will become a celebration of your insights at Rancho La Puerta and a special souvenir to take home – created by you with absolutely no previous art experience necessary. Come join in the fun and surprise yourself! Renee Sandell’s artistic installations of ink and water-media markings explore the human condition in time, space, and place. See her video and click here for images from the opening by Renee Sandell Marking & Mapping: Finding Time, Space, and Place at the McLean Project for the Arts on Thursday, January 19, 2012. Believing in the power of art to facilitate human interaction, healing, and transformation, Renee uses Visual Journaling through Marking & Mapping™ in her Access Your Innate Creativity workshops to foster insight and vision for individuals within organizations, health spas, businesses, and museum-based learning programs such as SummerVision DC, which she developed and directs for the National Art Education Association. Awarded the 2013 National Art Educator of the Year by the National Art Education Association, Renee Sandell, Ph.D. is Professor of Art Education at George Mason University in Fairfax, Virginia. She has published widely and served as a consultant to various school systems, museums, and cultural institutions. She has received numerous awards for her leadership and scholarship on her Form+Theme+Context (FTC) balanced approach to creating and understand art

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Zoltán Kodály (December 16, 1882 – March 6, 1967) was a Hungarian composer, ethnomusicologist, educator, linguist and philosopher. Though born in Kecskemét, Kodály spent most of his childhood in Galánta and Nagyszombat (now Trnava, Slovakia). His father was a keen amateur musician, and Kodály learned to play the violin as a child. He also sang in a cathedral choir and wrote music, despite having little formal musical education. In 1900, Kodály entered Budapest University to study modern languages, and began to study music at the Franz Liszt Academy in Budapest, where Hans Koessler taught him composition. One of the first people to undertake the serious study of folk song, Kodály became one of the most significant early figures in the field of ethnomusicology. From 1905 he visited remote villages to collect songs and in 1906 wrote his thesis on Hungarian folk song ('Strophic Construction in Hungarian Folksong'). Around this time he met fellow composer Béla Bartók, to whom he introduced Hungarian folk song. The two went on to publish several collections of folk music together, and they both show the influence of folk music in their own compositions. After gaining his PhD in philosophy and linguistics, Kodály went to Paris where he studied with Charles Widor. There he discovered, and absorbed influenced from, the music of Claude Debussy. In 1907 he moved back to Budapest, and gained a professorship at the Academy of Music there. He continued his folk music-collecting expeditions through World War I without interruption. Kodály had composed throughout this time, producing two string quartets, his sonatas for cello and piano and for solo cello (Op. 8, 1915), and his duo for violin and cello, but had no major success until 1923 when his Psalmus Hungaricus premiered at a concert to celebrate the fiftieth anniversary of the union of Buda and Pest (Bartók's Dance Suite premiered on the same occasion.) Following this success, Kodály travelled throughout Europe to conduct his music. Kodály subsequently became very interested in the problems of music education, and wrote a good deal of educational music for schools, as well as books on the subject. His work in this field had a profound effect on musical education both inside and outside his home country. Some commentators refer to his ideas as the 'Kodály Method', although this seems something of a misnomer, as he did not actually work out a comprehensive method, rather laying down a set of principles to follow in music education. He continued to compose for professional ensembles also, with the Dances of Marosszék (1930, in versions for solo piano and for full orchestra), the Dances of Galanta (1933, for orchestra), the Peacock Variations (1939, commissioned by the Concertgebouw Orchestra to celebrate its fiftieth anniversary) and the Missa Brevis (1944, for soloists, chorus, orchestra and organ) among his better known works. The suite from his opera Háry János (1926) also became well known, though few productions of the opera itself take place. Kodály remained in Budapest through World War II, retiring from teaching in 1942. In 1945 he became the president of the Hungarian Arts Council, and in 1962 received the Order of the Hungarian People's Republic. His other posts included a presidency of the International Folk Music Council, and honorary presidency of the International Society for Music Education. He died in Budapest in 1967, one of the most respected and well known figures in the Hungarian arts. In 1966, the year before Kodály's death, the Kodály Quartet, a string quartet named in Kodály's honour, formed. Other than the compositions mentioned above: External link This biography is published under the GNU Licence

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Why I Write: Arvind Gupta Plays with the Words of Science Date: October 7, 2011 Summary: Arvind Gupta, an Indian toy inventor and popularizer of science for kids, is known for turning trash into seriously entertaining, well-designed toys that kids can build themselves—while learning basic principles of science and design. He brings a similar spirit of exploratory playfulness to writing about science. I primarily write because there are readers. In 1986, I wrote my first book—Matchstick Models & Other Science Experiments. It was translated in 12 Indian languages and sold close to a million copies. I was flooded with letters from children, teachers, and parents who liked the science activities. This inspired me to write more. I also write because I have something to say. In India, rare is a school which has a science lab. All science is learned by rote. Children mug up definitions and formulas and spit them out in exams. The government hasn't the money to put science labs in schools. Labs with burettes, pipettes, and kids in white coats are expensive. So the science equipment is permanently locked in cupboards to gather dust. People forget that the most precious and sacred piece of apparatus in the whole lab is the child's mind! People forget that the most precious and sacred piece of apparatus in the whole lab is the child's mind! Unlike disciplines like literature and civics, science lends itself to learning through experiments. Children are born experimenters and they learn a great deal without being taught. And this they do by using the humblest materials. In India it's amazing to see the number of toys children make using leaves, broom sticks, crown caps, match boxes, old pens, and cycle tubes. Our consumerist society produces mountains of junk—plastic bottles, ice-cream sticks, cardboard boxes, straws, tetrapaks—an endless list. Being a tinkerer I share my own passion of making toys from trash through my books with children. Writing to Flying Fish Science becomes alive only when children do things. They make a flying fish by making two opposite cuts on the ends of a paper strip and interlocking them. When chucked in the air it tumbles down in circles to their utter delight. This makes it fun. Next they draw little sequential pictures of the fish and write short how-to-make-it instructions. And because children wrote them, they can read them too. Frank Smith in his seminal book Reading gave a profound slogan: "Reading is learned by reading." I suspect the same to be true of writing. The more the children write, the better they get at it. Isaac Asimov remains my favorite science writer. Before introducing a technical term he first teaches you to pronounce it. He then explains its genesis so that you understand it better. And soon you become good friends with it. Asimov confessed that he was in the business of rewriting, and only after reading ten boring books could he churn out a lucid masterpiece! Soap Bubbles by C. V. Boys remains my favorite science book. It is much more than science. It is poetry in words. We have gotten this book translated in several Indian languages. Sometimes I write poems because I feel they convey more intensely and passionately than prose. I wrote a poem on Vitiglio (PDF) for a support group, which gave me deep inner satisfaction. After the Fukushima nuclear plant disaster in Japan, I was depressed and swore to do something positive. I think my best book is the Story of Solar Energy (PDF)—a non-technical picture book which brings about the possibilities of this amazing, non-polluting perpetual source of energy. Lastly, I translate a lot of books in my language—Hindi. There is terrible dearth of good material in Hindi, which is spoken by 400 million Indians. I endeavor to bring the best world literature in Hindi. Over the years I have translated over 140 books on education, peace, anti-war, environment, science, mathematics, and also great children's books from all over the world. Sometimes I find a publisher but most times I don't. But that doesn't deter me. I make a pdf document of my translation and upload it on my website: Arvind Gupta Toys . Everyone is a writer—and everyone can also be a publisher and find readers to hear why you have to say.

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Your baby’s motor skill development begins at birth. From the very start, they are learning at an exponential rate about how to use their hands, their eyes, their mouth and their feet. They are also learning how to use these functions in conjunction with one another. These skills increase with age, and as your baby enters into each new phase, there will be more motor skill development. As a parent, you can help your child excel at these developments with a few very simple steps. In fact, you may not even realize that you are already doing some of these things as part of your daily routine. 1. Use A Play Mat Even newborns can benefit from “tummy time” on a baby activity mat. These mats are equipped with dangling items for your infant to look at, pull on, make noise with, and explore. Each time they focus on an item, hear a sound, or pull on a toy they are making a neural connection. It is fascinating to watch, and it is stimulating to the baby. As they grow, more items can be added, further encouraging motor skill development. 2. Play Classical Music While this does not have a direct physical impact on motor skill development, many studies have shown that babies, especially newborns, who listen to classical music will have better cognitive skills. These studies also show that babies who listen to classical music have an easier time learning math when they enter grade school. 3. Ball and Cup When your baby is able to sit on their own, one of the best things you can give them to play with is several plastic cups and a ball. Babies of this age find it fascinating to place a ball in and out of a cup. This is actually helping them develop hand-eye coordination. Many babies will also put the cups in and out of each other in the same manner. Again, this is teaching them how to use their hands and what will happen when they perform a certain task. 4. Play Yards Play yards are an all-purpose accessory that every parent needs. Perfect for portable sleep and play time, these play yards can be equipped with a visually stimulating mobile or attachment or be filled with toys or a game that encourages motor skill development. The added perk of a play yard is that the baby is safely contained within, keeping them out of trouble and mom’s hands free. Much like the ball and cup method, building blocks are another way to help your baby improve motor skills and increase brain function. Unlike the ball and cup toy, blocks require practicing focus and concentration and can help to develop rational thinking. They must continue to try different methods of building until they discover what works. As you can see, there are numerous ways to enhance your baby’s motor skills with simple everyday products and activities. Of course, the best way to enhance and encourage any skill is to interact with your baby, to spend quality time talking and playing with them. You will discover your infant’s developmental progress directly related to the amount of effort and care you put into nurturing parenting and early education. Artist and author Molly Pearce is a busy mother who is always observing activities and products like a baby activity mat that can aid motor skills, coordination, and other brain functions for children. When her own kids were babies, she entertained them with big puzzles, nesting cups, blocks, and other mat toys.

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Accountability and collaboration: Institutional barriers and strategic pathways for place-based education David Bourget (Western Ontario) David Chalmers (ANU, NYU) Rafael De Clercq Jack Alan Reynolds Learn more about PhilPapers Ethics, Place and Environment 8 (3):261 – 283 (2005) This article makes the case that place-based and environmental education theory and practice must be responsive to, while attempting to transform, the institutional dynamics of schooling. In the present climate of education in the USA two dynamics of schooling deserve particular attention with respect to the possibilities for place-based and environmental education: the discourse of accountability and the discourse of collaboration. Drawing especially on Foucault's analyses of disciplinary power and governmentality, I show how practices associated with accountability and collaboration limit or preclude the deepening and spreading of place-based and environmental education. However, I also argue that even given the serious limitations imposed by current trends of collaboration and accountability, these trends offer place-based and environmental educators powerful entry points through which to initiate change within the formal school setting. The conclusion of the paper outlines three models of collaboration for place-conscious education through which accountability is redefined in the interest of places. |Keywords||No keywords specified (fix it)| |Categories||categorize this paper)| Setup an account with your affiliations in order to access resources via your University's proxy server Configure custom proxy (use this if your affiliation does not provide a proxy) |Through your library| References found in this work BETA No references found. Citations of this work BETA No citations found. Similar books and articles Rachel Gurevitz (2000). Affective Approaches to Environmental Education: Going Beyond the Imagined Worlds of Childhood? Ethics, Place and Environment 3 (3):253 – 268. John Foster, What Price Interdisciplinarity?:Crossing the Curriculum in Environmental Higher Education. Bruce Hannon (1997). Environmental Values. Environmental Ethics 19 (3):227-245. David Havlick & Marion Hourdequin (2005). Practical Wisdom in Environmental Education. Ethics, Place and Environment 8 (3):385 – 392. Bryan G. Norton & Bruce Hannon (1997). Environmental Values: A Place-Based Approach. Environmental Ethics 19 (3):227-245. Deborah Bradley (2011). In the Space Between the Rock and the Hard Place: State Teacher Certification Guidelines and Music Education for Social Justice. Journal of Aesthetic Education 45 (4):79-96. Christopher Schlottmann (2005). Introduction: Place-Based and Environmental Education. Ethics, Place and Environment 8 (3):257 – 259. Thaddeus Metz (2011). Accountability in Higher Education: A Comprehensive Analytical Framework. Theory and Research in Education 9 (1):41-58. Dara Llewellyn & Craig Pearson (eds.) (2011). Consciousness-Based Education: A Foundation for Teaching and Learning in the Academic Disciplines. Consciousness-Based Books, an Imprint of Maharishi University of Management Press. Margaret J. Somerville (2010). A Place Pedagogy for 'Global Contemporaneity'. Educational Philosophy and Theory 42 (3):326-344. Added to index2009-01-28 Total downloads39 ( #51,535 of 1,410,151 ) Recent downloads (6 months)1 ( #177,743 of 1,410,151 ) How can I increase my downloads?

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How to Use Context Clues to Improve Reading Comprehension and Vocabulary Learning how to use context clues to figure out the meaning of unknown words is an essential reading strategy and vocabulary-builder. Identifying context clues in reading is made easier by looking for the key context clue categories within the context of an effective step-by-step strategy. So, here’s the strategy: When you come to an unknown word, apply the steps of the FP’S BAG SALE strategy in the following order until you get a good clue about the meaning of an unknown word. Finish the sentence. See how the word fits into the whole sentence. Pronounce the word out loud. Sometimes hearing the word will give you a clue to meaning. Syllables–Examine each word part. Word parts can be helpful clues to meaning. Before–Read the sentence before the unknown word. The sentence before can hint at what the word means. After–Read the sentence after the unknown word. The sentence after can define, explain, or provide an example of the word. Grammar–Determine the part of speech. Pay attention to where the word is placed in the sentence, the ending of the word, and its grammatical relationship to other known words for clues to meaning. The context clue categories: Synonym–Sometimes an unknown word is defined by the use of a synonym. Synonyms appear in apposition, in which case commas, dashes, or parentheses are used. The wardrobe, or closet, opened the door to a brand new world. Antonym–Sometimes an unknown word is defined by the use of an antonym. Antonym clues will often use Signal Words e.g., however, not, but, in contrast Example: He signaled a looey, not a right turn. Logic–Your own knowledge about the content and text structure may provide clues to meaning. Logic clues can lead to a logical guess as to the meaning of an unknown word. Example: He petted the canine, and then made her sit up and beg for a bone. Example–When part of a list of examples or if the unknown word itself provides an example, either provides good clues to meaning. Example clues will often use transition words e.g., such as, for example, like Example: Adventurous, rowdy, and crazy pioneers all found their way out West. Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use—a perfect choice for Response to Intervention tiered instructional levels. Get multiple choice diagnostic reading assessments , formative assessments, blending and syllabication activities, phonemic awareness, and phonics workshops, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube (Check these fluency passages out!), 390 flashcards, posters, activities, and games. Also get the accompanying Sam and Friends Phonics Books. These eight-page decodable take-home books include sight words, word fluency practice, and phonics instruction aligned to the instructional sequence found in Teaching Reading Strategies. Each book is illustrated by master cartoonist, David Rickert. The cartoons, characters, and plots are designed to be appreciated by both older remedial readers and younger beginning readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, English-language learners, and Special Education students. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.

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The works include a total of 280 tiles — one with 180 and the other with 100 — that were drawn and painted by the school's 89 fourth graders. The tiles were then fired by Salt Lake artist Paul Heath, who held workshops with the students throughout the process. The project was made possible through the Artist-in-Residence program funded in part by the Utah Division of Arts and Museums and the National Endowment for the Arts. Additional financial support was donated by the local PTA, state PTA and Tanger Outlet Stores. "The inspiration for the artwork comes from the past 100 years," said Lola Beatlebrox, Summit County Artscape chair. The students used texts such as "Your History Your County," written by Beatlebrox and published by the Summit County Historical Society, which features images of Paleo-Indian rock art images. Heath taught line, shape and gesture drawing to the students who then transferred their interpretations of images onto three four-inch by four-inch tiles. Out of those three, one or more was selected for the murals, and additional tiles were created to fill in the gaps, Heath said. "This is a great way to have hands on, pioneer, Native American history lessons in the art," he said during an interview with The Park Record. "This is the first time that kids have done this with me. One of the fourth graders, Malachi Gren, said he was surprised at how the tiles turned out. "There were different colors and sometimes the colors don't look like the ones that I wanted, but once the tiles were glazed the real color came out," he said. Heath, an artist-in-residence with the Utah Arts Council, holds a degree in fine arts from the University of Utah, and is currently the Beverly Taylor Sorenson art education specialist at Bennion Elementary School in Salt Lake City. "This is nice because of the integration of history, which is what the Beverly Taylor Sorenson program strives for," he said. The artist was introduced by tile art while doing a residency at Ensign Elementary in Salt Lake City. "My son was a student at that time and I just fell in love with it," Heath said. "So I turned it around and used it for a couple of public art projects." Some of Heath's installations include the Murray Library Centennial Art project and the "Flying Objects" installations in downtown Salt Lake. "I've also done glazed-art tile murals and projects for the Draper Library that highlighted Draper history and the Magna Senior Center that featured images from Magna's history," he said. "The permanence of it is really what's attractive to me. The colors never fade. It's easy to clean." Heath worked with John Riddle to set the tiles. "John is an expert tile setter who works in the Salt Lake City School District," Heath said. North Summit Elementary principal Lori O'Connor said the Artist-in-Resident program helps round out students' education. "I have a strong commitment to educating the whole child," O'Connor said. "We have so much pressure on us to meet the academic demands, but I always want to make sure that we are bringing arts to children, because for many of them, the arts is at the very heart of who they are and who they will become as adults." O'Connor has worked with Beatlebrox on a handful of different art projects in the past couple of years, including some humanities council grants that will bring more art to the school. "The vision keeps getting bigger and bigger to help the students develop the artists inside of themselves," O'Connor said.

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FIRING UP FOR THE SCHOOL HOLIDAYS - Thursday, 27 March 2014 A Drill Sergeant will put children through their paces at the Royal Armouries Museum, Fort Nelson, during the Easter school holidays (Monday, April 7 to Thursday, April 17) as they learn to follow an authentic 19th century gun drill. Youngsters will work in teams to charge, ram and load a bronze three-pounder Mountain Gun, designed in 1807 and specially adapted by Fort Nelson technicians. The Royal Armouries’ education team devised the have-a-go gun drill activity to bring history to life for the museum’s younger visitors. The muzzle-loading gun drill allows participants to learn the different aspects of a gun drill, both during a practice loading session and then working against the clock. Participants begin by cleaning the gun piece, using a process known as worming and sponging. They then “ram” the charge and the shot to make it ready to fire, before simulating firing the gun. Each session will last 45 minutes, and is suitable for children, aged 5 to 12. Sessions run daily at 11am, 12 noon, 2pm, 3pm and 4pm, priced £3 per child. Children must be accompanied by an adult – no need to book. This particular gun was adapted to allow children to practise traditional gun drills, safely. The first reinforcement is engraved with the monogram of King George III and dates to 1807. The chase bears the cipher of Francis, 2nd Earl of Moira, Master General of the Ordnance 1806-7. Free daily gun firings – Fort Nelson visitors can experience the power and might of a second type of mountain gun every day throughout the holiday period, at 1pm on The Parade. A compact weapon suitable for difficult terrain, this mountain gun is of a type used in British colonial wars during the early 20th century. Not many were manufactured as they proved unpopular, due to their violent recoil. Guided Tours – Learn how and why Fort Nelson was built – and the measures taken to defend it. Standing high on Portsdown Hill near Fareham, the Palmerston fort showcases one of the world’s finest collections of artillery and cannon, from across the ages and from all corners of the globe. In 2011, this unique heritage attraction underwent a major redevelopment to create a museum for the 21st century, supported by a grant from the Heritage Lottery Fund, complete with new galleries, state-of-the-art education centre and visitor facilities, including a café with views over Portsmouth Harbour. For more information and the latest news about Fort Nelson and the Royal Armouries: Notes to editors - Royal Armouries is the national museum of arms and armour and has sites in Leeds, HM Tower of London, Fort Nelson and Louisville, Kentucky. It is the first British national museum to open a permanent presence in another country - Admission to the museum is free. However, there may be a small charge for some special events. - Open all year daily, 10am-5pm. Closed 24-25 December - Information Line: 0113 220 1999 - Website: www.royalarmouries.org - The Royal Armouries Museum should not be confused with Royal Armouries International plc, the private sector corporate hospitality business. - Background – Standing high on Portsdown Hill near Fareham, Fort Nelson showcases one of the world’s finest collections of artillery, down the ages and from across the globe. In 2011, this unique heritage attraction underwent a £3.5m redevelopment to create a museum for the 21st century, supported by a grant from the Heritage Lottery Fund, complete with new galleries, state-of-the-art education centre and visitor facilities.

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WARSAW, Poland (AP) — The oldest known survivor of the Auschwitz concentration camp — a teacher who gave lessons in defiance of his native Poland’s Nazi occupiers — has died at the age of 108, an official said Monday. Antoni Dobrowolski died Sunday in the northwestern Polish town of Debno, according to Jaroslaw Mensfelt, a spokesman at the Auschwitz-Birkenau state museum. After invading Poland in 1939, sparking World War II, the Germans banned anything beyond four years of elementary education in a bid to crush Polish culture and the country’s intelligentsia. The Germans considered the Poles inferior beings, and the education policy was part of a plan to use Poles as a “slave race.” An underground effort by Poles to continue to teach children immediately emerged, with those caught punished by being sent to concentration camps or prisons. Dobrowolski was among the Poles engaged in the underground effort, and he was arrested by the Gestapo and sent to Auschwitz in June 1942. “Auschwitz was worse than Dante’s hell,” he recalled in a video made when he was 103. Dobrowolski, who was born Oct. 8, 1904 in Wolborz, Poland, was later moved to the concentration camps of Gross-Rosen and Sachsenhausen, according to the Auschwitz memorial museum in southern Poland. After the war, he moved to Debno, where he worked as a Polish-language teacher and as principal at an elementary school and later at a high school for many years. He will be buried in Debno on Wednesday. At least 1.1 million people were killed by the Germans at the Auschwitz-Birkenau camp. Most of the victims were Jews, but many non-Jewish Poles, Roma and others were also killed there. Copyright 2012 The Associated Press.

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|Physical Science for Teachers| |PHS FOR TEACH| |CLASS CODE:||PH.S 110||CREDITS: 4||FEE: $10.00| |DIVISION:||PHYSICAL SCIENCE & ENGINEERING| |GENERAL EDUCATION:||This course fulfills a General Education - Physical Science requirement.| |DESCRIPTION:||For Elementary Education Majors Only. Includes a three-hour lab per week.This is an introductory course and lab dealing with the basic topics of Physics and Chemistry with applications to elementary education. |TAUGHT:||Fall, Winter, Summer| |CONTENT AND TOPICS:||The main objectives are to gain an appreciation of the basic concepts and principles of physics and chemistry and show how they come into play in the students lives, and demonstrate hands-on applications to aid in teaching elementary school level activities. Topics include motion, energy, heat & temperature, waves, electricity, magnetism, light, atomic models, periodic table, chemical formulas, acids and bases, and nuclear physics. |GOALS AND OBJECTIVES:||1.Experiment with and understand basic principles and topics of physics and chemistry including:Motion, Newton’s Laws, Energy, Heat and Temperature, Waves, Electricity and Magnetism, Light, The Atom, The Periodic Table, Chemical Formulas, and Nuclear Reactions. 2.Use and understand the scientific method, and the relationship between observation and theory. 3.Understand how major concepts are developed and changed over the years. 4.Gain a greater appreciation of the development of scientific ideas, showing that science is always changing as new information is understood and reviewed. 5.Integrate physics and chemistry and apply the concepts to understand basic phenomenon in biology, astronomy, meteorology, geology, and the integration of philosophy and history and their role in the development of scientific ideas. 6.Analyze a problem and solve it using oral and written reasoning based on the basic concepts of physics and chemistry. 7.Plan, organize, and present a scientific experiment. 8.Practice and improve communication and cooperative learning skills. 9.Express their knowledge and ideas through written language. 10.Determine the relationship between the various ideas of physics and see how they affect each other. 11.Increase by understanding and applying the concepts presented in the course. |REQUIREMENTS:||Homework is assigned from the exercises in the textbook. Everyone will teach elementary school labs to their classmates and will need to compile a lab notebook with at least 30 experiments that can be used in elementary school.| |PREREQUISITES:||Elementary Education Major Math Level: Moderate use of high school algebra |EFFECTIVE DATE:||January 2002|

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http://www2.byui.edu/catalog-archive/2004-2005/class.asp148.htm

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Walter Gropius, director of the Bauhaus from 1919 to 1928, changed the face of art education with his philosophy of integrating art, craft, and technology with everyday life at the Bauhaus. newly designed building in Dessau was completed in December 1926, its innovative structure did more than house the various components of the school; it became an integral aspect of life at the Bauhaus and a stage for its myriad activities, from studies and leisurely pursuits to theatrical performances. From the beginning, the camera recorded the architecture as the most convincing statement of Gropius' philosophy as well as the fervor with which the students embraced it.

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It is common to introduce works of art into lessons in primary and secondary schools in order to mediate ideas and theories about subjective realities. Pictures, sculptures, installations are understood to represent insights and imagination, or illustrate shared realities. In this paper we interpret art works as translations of subjective intentions, even theories, in particular experiential settings. An art-work or artistic action that emphasizes its object character as a central theme is especially open to this kind of interpretation. It can serve to generate theories revealed through the senses. In principle, art could be used in schools whenever interdependencies and contexts are the learning focus. In order to show this approach is not dependent on the age range of pupils, this paper offers two practical examples. One took place in the eighth grade of a secondary school, one in the third grade of a primary school. The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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Our Early Childhood programs seek to develop creativity and excitement for the performing arts in children ranging in age from about 3 to 8 years of age. Our instructors approach education as an adventure: incorporating songs, movement, and imaginative play into their classes. We strive to make your child’s first musical experience a fun and enriching foundation for their creative future. Learn more about the programs we provide for children ages 3 to 8 by clicking on the links below. Our nurturing and highly qualified faculty will work one-on-one with your child, encouraging the exploration of musical learning and imagination in a way that is supportive and fun. Private Instruction is offered to children ages 5 and up. Suzuki Violin is a style of music education, which is based on the premise that musical ability is inherent in all children. Suzuki Violin seeks to develop that innate ability through encouragement and positive support from both teacher and parents. Classes include both individual instruction and group lessons and are offered to ages 3 and up. The Dalcroze approach to music education teaches an understanding of music's fundamental concepts, expressive meanings, and deep connections to other arts and human activities through rhythmic movement, aural training, and physical, vocal, and instrumental improvisation. Parents are encouraged to attend the class. This class is designed for children who want to begin to develop their singing and acting skills, projecting techniques, and memorization capabilities. Children will be taught with understanding and patience as they begin to develop these abilities. Our Boys and Girls Choirs are great for students who want to begin using their voice as an instrument. Your child will sing an appropriate and varied repertoire while being introduced proper vocal technique and developing musical skills. Children’s Choir is comprised of students grades 2 to 6.

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http://www.aa-spa.org/classes/early/

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For many teachers finding a valid way to assess a student's writing is a difficult task. A collection of the students writing showcased in a portfolio is one way that a teacher can use to determine the progress of the student's writing skills. This website was created for Elementary Education teachers that are trying to decide if they want to institute writing portfolios in their classes. The three key elements needed for successful portfolio writing in an elementary classroom are: I. Teachers directions should be clear, specific, and include the assessment rubric prior to starting the portfolio. II. Students should reflect on their experience of choosing the pieces that they III. Make it enjoyable for the students or they will not want to write.

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http://vdevone.tripod.com/

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Drawing On Science For Kids Suppose your mom told you to move your old toys to another room. You place them all in a large box. You try to pick up the box, but find that it's too heavy; your muscles are not strong enough to lift it. So how can you move the box? Perhaps a machine or two can do the work for you. But what exactly is a machine? Before we answer the question let's take a look at force and work. Force is what we use when we push or pull a body. If the body is at rest it moves. If the body is moving it either stops (comes to rest), changes direction, or increases/decreases speed. Force is measured in pounds, ounces, or grams; these are units of weight. When we use force on a body and move it we are doing work. Work is also done if we cause the body to overcome resistance. When you lift a book, or anything, up off the floor you're doing work by overcoming the resistance of gravity. If you hold the item over your head you're not doing work, but your arm sure can get tired from holding the book. The amount of work (W) done can be measured by multiplying force (F) used times the distance (d) through which it acts: W = F x d. Work is measured in units called joules. Work is made easier by using a machine. A machine multiplies the amount of force, changes the direction of the force, or increases the speed with which the work is done. There are two major types of machines: simple and complex. A simple machine may be a lever, pulley, wheel and axle, inclined plane, screw, or a wedge. Just about all of these simple machines can be found in, for example, a complex machine such as an automobile. The force you apply to a machine is called the effort. The weight you are trying to lift or obstacle you're trying to overcome by using the machine is called the resistance. By combining many simple machines we can increase the amount of force overcoming resistance with the least amount of effort. This is known as mechanical advantage. For example you use a wedge and lever to lift a 150 pound cement bag by applying only 10 pounds of effort. The mechanical advantage would be 15 (150 pounds ÷ 10 pounds). Now let's look at the simple machines. Lever: a rigid bar freely rotating on a point called a fulcrum. The distance from the effort (E) to the fulcrum (F) is the effort arm (EA) and the distance from the resistance (R) to the fulcrum is called the resistance arm (RA) There are three types of levers depending on the location of the fulcrum: a first class lever has F between E and R such as a see-saw or pair of scissors; a second class lever has R between E and F such as a wheelbarrow or nutcracker; a third class lever has E between F and R such as tweezers and your forearm. Pulley: sort of a lever made of one or more grooved wheels mounted in a frame or block. A cord runs over the wheel(s). Wheel and Axle: a large wheel to which a smaller wheel or axle is fixed such as a doorknob or car's steering wheel. Inclined Plane: a flat surface with one end higher than the other as in a ramp. Screw: an inclined plane wrapped around a cylinder. Wedge: short, movable inclined plane used to overcome resistance such as in splitting wood. A chisel, knife, nail, and axe are different forms of the wedge used for cutting or piercing. OK, based on what you've just read, how will you get your toys from one room to another? When you've figured it out try this: Place enough sand in a box to bring the total weight to one (1) pound. Set a four (4) foot board with one end resting on the edge of a table. And the other end on a pile of books about a foot in height. Attach a spring balance to the box with a string and slowly pull the box up the incline recording the reading on the balance. Do this two more times and take the average reading of the spring balance. Set the box on a toy truck and repeat steps 1 - 3. Summarize your results. Questions/comments? E-mail Steve: Drawingonscience@aol.com

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KALAMAZOO—The creator of an innovative museum containing a large collection of racist artifacts will address teaching tolerance in a visit this week to Western Michigan University. Dr. David Pilgrim, vice president for diversity and inclusion at Ferris State University, will speak at 5:30 p.m. Thursday, Oct. 17, in 2008 Richmond Center for Visual Arts. His presentation, free and open to the public, is titled "Using Objects of Intolerance to Teach Tolerance and Promote Social Justice: The Case of the Jim Crow Museum." In his talk, Pilgrim, founder and curator of the Jim Crow Museum of Racist Memorabilia, will discuss the museum's mission and its strategy of using historical and contemporary racially demeaning artifacts to teach about race, race relations and racism. Audience members are warned that the presentation contains images some may find offensive. Pilgrim also will conduct a workshop for WMU Frostic School of Art students and will be honored by the Kalamazoo Black Arts and Cultural Center. Pilgrim, an applied sociologist, is one of the country's leading experts on issues relating to multiculturalism, diversity and race relations. His research has shown that racism can be objectively studied and creatively assailed. The museum contains a 7,000-piece collection of racist artifacts and uses objects of intolerance to teach tolerance. His writings, many found at ferris.edu/jimcrow, are used by scholars, students and civil rights workers to better understand historical and contemporary racism. The museum will be profiled in an upcoming PBS documentary, while Pilgrim has been interviewed by NPR, Time, the BBC and dozens of newspapers, including the New York Times, Washington Post, Boston Globe, Chicago Tribune and Los Angeles Times. In 2004, Pilgrim produced with Clayton Rye a documentary on the museum. The film won several awards and was described by Los Angeles film critic, Marc Haefele, as a "grisly low-key masterpiece." Pilgrim's visit is supported through the generosity of the Gwen Frostic School of Art, the WMU Art Education Program, the Lewis Walker Institute for the Study of Race and Ethnic Relations and the Kalamazoo Black Arts and Cultural Center.

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http://wmich.edu/news/2013/10/10153

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Montessori is an approach to working with children that is carefully based on what has been learned about children’s cognitive, neurological and emotional development. The Montessori approach has been acclaimed by some of America’s top experts on early childhood and elementary education as the most developmentally appropriate model currently available. The Montessori method focuses on teaching for understanding. Active learning through hands-on activities and exercises rather than “book learning” is emphasized in order to encourage the development of the creative and analytical mind. At SMMS, our primary goal for the child is to cultivate his/her own natural desire to learn. In the classroom this is approached in two ways. Each child is able to experience the excitement of learning through his/her own choice of lesson rather than being forced to do something. Secondly by helping the child to perfect his/her natural tools for learning, which can be used in future learning situations. Dr. Montessori always emphasized that the hand is the chief teacher of the child. In order to learn how to concentrate, the best solution is to fix the attention of the child on a task performed by his hands. All equipment in a Montessori classroom allows a child to use his hands in the learning process. The tactile and kinesthetic system of learning permanently reinforces the skill to be learned – ‘muscular memory’ is a strong tool in the learning process.

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Here's some information I often give to young oboists and music education students learning how to teach oboe for the first time. If you want to use this as a handout for your students, please go to the www.oboeforeveryone.com site, click on the scroll to the bottom of the page and download as a PDF document. Reed Care 101 1. Always brush your teeth before playing. Food and plaque can clog up reeds and make your key pads sticky. 2. Always store reeds in a case that holds reeds securely in place. - Go to this post to learn how to make an inexpensive reed case - The plastic 3-reed cases sold by Fox are also an affordable option - Clear plastic tubes and "coffin" cases that commercial reeds are purchased are not study enough for long-term use 4. Soak reeds in water for 2-3 minutes in FRESH water, not saliva. Our saliva has enzymes in it that will over time break down reed fibers. If you want your reeds to last as long as possible, soak them in water! - Only soak the cane part of the reed in water, not the thread or cork - Try dipping your reeds in water and setting them on your music stand or in your case to hydrate. This way they won't over-soak - Reeds soaked longer than 5 minutes will become over-soaked and be more difficult to play - If possible, quickly rinse out reeds in water and let dry for a few minutes before storing in a reed case. This will remove some of the lip skin cells, etc, that can collect on reeds and help your reeds last longer. 3 Signs That It's Time to Buy a New Reed A reed can last anywhere from 2-3 or much longer, depending on how much it is played on and how well it is cared for. 1. If your reed is cracked: Very small cracks in the tip of the reed will usually be OK to play on. If the crack extends beyond 1 millimeter and it is difficult to articulate notes and/or have sudden flatness or unstable pitch, then it's time to buy a new reed. 2. If the tip of your reed resembles Bart Simpson's haircut, has poor response (especially in the low range), and articulation is difficult, then it is time for a new reed. 3. If the reed looks OK, but doesn't make any (or only very little) sound when you blow through it, try these tests: - Soak it an extra 3 minutes in WARM WATER - Run water through the reed to clean it out (hold the reed upside-down with the water from the faucet running into the cork section first) - Pull a small pipe cleaner (Dill's brand is best) from the bottom of the tube through the top of a well soaked reed to clean out an accumulated gunk Try your reed after each stage. If all three suggestions don't help, consider the reed "dead" and purchase a new one. |"Don't have a cow, man! Just take care of your reeds!"| Ok, that's all I've got for now. I bet you never believed I could work in Bart Simpson to a blog post about reeds, did you? :) Oboe and out,

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An Introduction to Primary Physical Education Edited by Gerald Griggs Routledge – 2012 – 238 pages Physical Education is a core component of the primary school curriculum. The primary years are perhaps the most significant period for motor development in children, a time during which basic movement competencies are developed and which offers the first opportunity for embedding physical activity as part of a healthy lifestyle. This is the first comprehensive introduction to the teaching of PE in the primary school to be written exclusively by primary PE specialists, with primary school teaching experience. The book highlights the importance of PE in the primary curriculum and the key issues facing primary teachers today, such as inclusion, training needs and the development of creativity. Central to the book are core chapters that examine each functional area common to many primary PE syllabi – including games, dance, gymnastics, athletics and outdoor learning – and give clear, practical guidance on how to teach each topic. Rooted throughout in sound theory and the latest evidence and research, this book is essential reading for all students, trainee teachers and qualified teachers looking to understand and develop their professional practice in primary Physical Education. SECTION 1: Introducing Primary Physical Education 1. Surveying the Landscape of Primary Physical Education - GERALD GRIGGS 2. The Importance of Primary Physical Education - IAN PICKUP 3. The Challenges and Potential within Primary Physical Education DOMINIC HAYDN – DAVIES 4. The Future of Primary Physical Education: A 3-14 Developmental and Connected Curriculum - MIKE JESS SECTION 2: Curriculum 5. The Development of the Physical Education Curriculum in Primary Schools in the United Kingdom - SUE CHEDZOY 6. They can’t catch so what’s the point in teaching them to play a game? Teaching Games in the Primary School - GAVIN WARD 7. Gymnastic activities in the primary years - the foundation of learning to move with enhanced confidence, competence and imagination - LAWRY PRICE 8. Dance: Teaching and learning possibilities within the early years and primary school context - RACHAEL JEFFERSON-BUCHANAN 9. Getting athletics off the track, out the sack and ‘back on track’ - GERALD GRIGGS 10. From Desks to Dens - Outdoor and Adventurous Activities- NALDA WAINWRIGHT SECTION 3: Issues in primary Physical Education 11. Addressing training and development needs in primary Physical Education - JEANNE KEAY and JON SPENCE 12. Towards a more inclusive provision - RICHARD MEDCALF 13. Placing an importance on health and physical activity - KRISTY HOWELLS 14. There is always another way! Creative Physical Education - JIM LAVIN Gerald Griggs is Senior Lecturer in Physical Education and Sports Studies at the University of Wolverhampton, UK. Dr Griggs trained as a primary teacher with a specialism in physical education, before teaching in several primary schools in the UK. He is a member of the British Educational Research Association, including the Special Interest Group for Physical Education, the Association for Physical Education and the British Sociological Association.

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Majoring in Music Education involves the study of pedagogy, or the method and practice of teaching. You’ll develop the skills and insights to become an effective vocal or instrumental music teacher (K-12) and lifelong learner. You’ll gain knowledge and skills that are important for any teaching career as you take 93 to 104 credit hours towards a Bachelor of Arts degree, and the music education curriculum meets the Minnesota Department of Education requirements for a teaching credential (passage of standardized examinations of content and pedagogy are also required). You’ll also keep it real in a series of classes, field experiences, and student teaching opportunities that make for an effective blend of theory and practice, plus take content courses in the music department. Because we design our music education program to be responsive to the exact needs of the marketplace, it will be a relevant degree if you’re considering a career teaching vocal or instrumental music in grades K-12 within private or public elementary and secondary schools.

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http://csp.edu/academics/undergraduate-majors-minors/music-education-major/

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