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We have a dream family holiday for four worth over $16,000 to Disneyland California for you to win. Enter here. more Chiming fork science experiment Science for kids is always fun and the chiming fork brings sound science experiments to a new level. Kids enjoy science and sounds, so combine the two in this fun activity and see if they can record what happens without you letting them know what will happen. Number of Players:1+ What You Need: - piece of thread Step 1. Cut a piece of thread that is about as long as your arm. Step 2. Tie the middle of the thread to the bottom end of the fork. Step 3. Wind the ends of the thread around your index fingers. Step 4. Using your fingers, swing the fork so that it knocks against the edge of the table. Notice the sound you hear. Step 5. Now touch the flaps just in front of your ear holes with your index fingers and repeat Step 3. What did you notice? The sound of the clunk should sound different. Why? Because when your fingers near your ears, you bring the thread closer to your sounds sensors which allows you to hear the vibrations much more clearly. Find more paper craft ideas: - Easy origami for kids - Video tutorials on how to make paper planes - Make your own Christmas cards - 5 adorable Mother's Day cards to make - 5 fun things to print and make - 5 ways to display kids' art Find more inspiring kids' craft ideas - How-to videos for kids' crafts - Make a melted crayon masterpiece - Easter crafts - Christmas crafts - Fun kids craft ideas - 30 fun things to do with kids (including craft) - Dress up ideas kids can make - Crafts to make from the recycling bin - Fairy-inspired craft ideas - Great ideas for paper crafts Find more party ideas: - Party projects anyone can make - Classic party games - How to throw a perfect slumber party - Birthday party ideas for under 3's - Birthday party ideas for 3-5 year olds - Birthday party ideas for 6-8 year olds - How to entertain kids on a budget - Party themes and ideas - 8 fantastic fancy dress party ideas - Best birthday party games - Best birthday party venues for kids

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Language Lessons is finest implementation of the Charlotte Mason method of language arts I have ever seen. If you are new to homeschooling, the Charlotte Mason (1842-1923) name may not be familiar to you. Charlotte Mason was a British educator who devoted her life to improving the quality of children's education. To her, language arts skills consisted of narration, the child telling back a story; copywork, the transcribing of a well-written piece of literature as handwriting practice; and dictation, which is spelling and grammar taught within the context of rich language instead of static lists. Sandi Queen has done an excellent job of combining those lesson essentials and picture studies with full-color paintings, basic phonics instruction, poetry appreciation and writing, creative writing, and much more. Character Quality Language Arts Language Lessons (see above) sounds wonderful, and it is. But it may not be for every family. If God has blessed you with a quiverful of children, thank Him and then consider Character Quality Language Arts. Uniquely designed for the parent who is teaching a roomful of multi-grade levels, Character Quality Language Arts is suitable for second- through twelfthg rade students and teaches vocabulary, spelling, grammar, composition, creative writing, poetry, and dictation. As you can imagine, multilevel, all-in-one programs are easier to implement and tend to be more cost-effective. Written by home educators for home educators, Character Quality Language Arts has teacher helps, lesson plans, and answer keys -- all the grunt work has been done for you. Most children dread grammar study because it is too complex. But Easy Grammar is just that, easy. What sets Easy Grammar apart from other grammar programs is the key role prepositions play. Once your child can identify and eliminate the prepositional phrases in a sentence, determining the subject, verb and other parts of speech is much easier. If you lack an adequate grammar background and find even the preceding sentence to be intimidating, relax. The hardest part will be memorizing the prepositions. After that, everything falls into place.

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Using Art to Reinforce Math, Science and More Elementary art lesson plans are usually not a stand-alone item for a classroom teacher. Instead, art is infused into other subject areas. Incorporating art into your lesson plans can take a little creativity to ensure a good fit with your curriculum. It’s usually easy to come up with art projects for reading or writing. However, to instill a true appreciation for art education in the classroom, it’s ideal to incorporate art into math and science as well. Elementary art lesson plans involving math I have used the creation of “giants” to illustrate concepts of measurement and multiplying measurements. This project was extremely engaging to children as they drew and painted their creations. A little creative searching will yield many ways that you can incorporate art into your mathematics units. Just be certain that they become part of your lesson plan and not a lesson in themselves…that’s what art class is for. Here’s what I mean by that… These illustrations of geometric shapes utilized the work of Russian artist Wassily Kandinsky as inspiration. After watching a slide show about his life and art, each student created a painting – but that painting had to include certain standards-based math concepts. The first item below is a Kandinsky piece and the other two are student samples. Do you see the geometric shapes and lines? Elementary art lesson plans for science As with math, we use art as a reinforcement…another way of examining concepts so they stick in the minds of our children, as these illustration opportunities from the field of science demonstrate: - Erosion, deposition and weathering - Life cycle of a butterfly - Stages of growth of a plant You get the picture. Writing down a scientific process reinforces the concept once. Following that with an illustration (or combining the two with captioned illustrations) reinforces it a second time. Taken together, the two methods multiply the student’s ability to understand and recall a scientific process. Grading Student Art Elementary art lesson plans that are part of a non-art subject must include a scoring rubric for the work that is completed. I never grade the art itself because it’s a personal expression and childrens’ motor skills and developmental levels will often determine how their creation looks. However, I do grade the application of the content in the art project. For example, in the Kandinsky lesson, each drawing had to include the following items: - Four different lines - Four different geometric shapes - Two shapes had to be overlapping I also give a “neatness” grade. When working with paints, for example, it is very easy for a student to create a mess of their painting by over-mixing colors. Careful attention to my instructions yields a much better project and this needs to be reinforced. Whether we are discussing math, science, reading, writing or social studies, the curriculum standard comes first when lesson planning. Art is then wrapped around the standard as reinforcement rather than being the reason for the lesson. Illustration as Part of a Lesson Plan Story illustration has its place if it is part of a grade-level standard…part of publishing writing, for example, or as a teaching method to reinforce the concept of “setting” where the illustration produces a physical representation of the vision in a reader’s mind. However, simply illustrating a story often doesn’t meet the test of supporting the topic of a writing lesson. I have seen teachers give students a half hour to illustrate a narrative when a picture has nothing to do with the point of the lesson. Stay creative but focused with your elementary art lesson plans and watch the impact of your teaching increase with each swipe of the marker and stroke of the brush.

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The Rostrum of African Music was created in 1975 to support and highlight the music of the African continent through radio broadcasts, taking into account not only the diverse and rich music traditions of the continent but also the various popular and art music styles which were inspired by these traditions. - To promote, via broadcasting stations and similar organizations, authentic and valuable examples of different styles of traditional and contemporary music of Africa - To promote the production, dissemination and exchange of musics from the region through radio stations and other media such as television and the internet, but also through live performances - To establish and develop better cooperation among African broadcasters in order to achieve a broader dissemination of African music. - To facilitate music education in the region by providing specific examples of African music, as an educational tool to learn about the musics in the region - To contribute to a greater valorization of the rich heritage and musical traditions by raising awareness and building knowledge among the public, especially youth - To develop new strategies for the programming and dissemination of African music - To recognize and encourage young talents. The following Rostra were held over the years: |1||1970||May 25 - 27||Paris| |2||1972||July 5 - 7||Venice, Italy| |3||1975||October 21 - 25||Accra, Ghana| |4||1979||February 3 - 5||Dakar, Senegal| |5||1981||Jan 31 - Feb 1||Tunis, Tunisia| |6||1983||January 21 - 23||Algiers, Algeria| |7||1985||January 26 - 27||Brazzaville, Congo| |8||1997||February 2 - 7||Dakar, Senegal and Nairobi, Kenya| |9||1990||February 19 - 21||Dakar, Senegal| |10||2010||November 17-20||Douala, Cameroon| |11||2014||August 2-8||Brazzaville, Congo| Since 2010, IMC has been working on the revitalisation of this regional Rostrum, in close cooperation with its regional group, the African Music Council. The 10th African Music Rostrum under a new formula was held in Douala, Cameroon, on November 17-20, 2010. In the framework of the African Music Development Programme, the 11th edition of the African Music Rostrum was held in Brazzaville, Congo, on August 2-8, 2014.

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PNC Grow Up Great is a $350 million, multi-year, bilingual initiative that began in 2004 to help prepare children from birth to age five for success in school and life. So that future generations won't just grow up...but grow up great! Grow Up Great with Science aims to foster a foundation in science for area preschoolers at a time when many educators have sought increased emphasis on the discipline. A study by the National Research Council recognized that providing young children with research-based mathematics and science learning is likely to pay off with increased achievement, literacy, and work skills in these critical areas. The Franklin Institute is working with 20 early childhood learning centers in the greater Philadelphia area to show teachers, students, and their families that science is a part of everyday life. Highlights of the program include professional development for teachers, classroom visits from The Franklin Institute's Traveling Science Show, hands-on learning experiences at the museum, and special participation in The Franklin Institute's Community Nights program. Recommended Children's Literature Books about Water - Cobb, Vicki (2002). I Get Wet. New York: HarperCollins. ISBN 0-688017839-1. - Edom, Helen (1992). Science with Water. London: Usborne. ISBN 0-7460-1261-6. - Madgwick, Wendy (1998). Water Play. Austin: Raintree Steck-Vaughn. ISBN 0-8172-5326-2. - Simon, Seymour and Nicole Fauteux (2001). Let's Try it Out in the Water. New York: Simon and Schuster. ISBN 0-689-82919-1. - Cotten, Cynthia (2008). Rain Play. New York: Henry Holt and Company. ISBN-13: 978-0-8050-6795-8. - De Seve, Randall (2007). Toy Boat. New York: Philomel Books. ISBN 978-0-399-24374-5. - Greenfield, Eloise (1999). Water, Water. New York: HarperCollins. ISBN 0-694-01247-5. - Miller, Shannon and Timothy Warner (2002). Tub Toys. Berkeley: Tricycle Press. ISBN 1-58246-066-3. Books about Force and Motion - Dahl, Michael (2006). Roll, Slope, and Slide. Minneapolis: Picture Window Books. ISBN: 978-1-4048-1304-5. - Jones, Melanie Davis (2002). Balls. New York: Scholastic. ISBN: 0-516-22596-0. - Smith, Sian (2009). Making Things Move. Chicago: Heinemann Library. ISBN-13: 978-4329-2696-0. - Baron, Alan (1996). Little Pig's Bouncy Ball. Cambridge: Candlewick Press. ISBN: 1-56402-805-4. - George, Lindsey Barrett (2010). Maggie's Ball. New York: HarperCollins. ISBN: 978-0-06-172166-3. - Mayer, Lynne (2010). Newton and Me. Mt. Pleasant: Sylvan Dell. ISBN: 978-1-60718-067-8. - McClintock, Mike (1959). Stop That Ball! New York: Random House. ISBN: 0-394-90010-3. Use these simple suggestions from our Community Night programs. Find lesson plans, songs, books, art projects, and more! Grow Up Great With Science is made possible with the generous support of PNC Bank.

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The Sloth Sanctuary, in Costa Rica, is currently home to 24 orphaned baby sloths. ‘Issy’, an orphaned Choloepus Sloth, was recently photographed during her daily weigh-in. With those who are not gaining weight properly, daily monitoring is essential to the special care they receive. As they grow and prosper, the weight checks are scaled back. Due to the increasing number of orphans arriving at the Sloth Sanctuary, there was a need to relocate and expand their juvenile nursery. Their improved, larger installation features a new exercise area and more dedicated space for daily weighing, cleaning and feeding routine. The babies are taken to the new area daily for climbing practice, which is an essential lesson that aids their motor skill development. Agility allows them to forage more effectively, and, if they are released, it helps provide the skills needed to avoid hazards, such as dogs and workers clearing the forest.

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Want to learn about Kentucky history? Head to a Kentucky state park. More than a dozen state parks feature museums interpreting the history and culture of the regions in which they are located. The crown jewel of these museums is located in Henderson at John James Audubon State Park Audubon, the first artist or ornithologist to depict life-size birds and animals in their natural surroundings, lived in Henderson in the early 19th century. The museum houses the world’s largest gathering of Audubon memorabilia and an extensive collection of his original watercolors, oils and engravings. The Audubon Museum’s Learning Center offers year-round art and environmental programs under the direction of a naturalist and art educator. The museum store features gifts that explore the wonders of nature. The museum and store are closed Monday through Wednesday from January to March 15. Among this winter’s activities at the museum is a Kentucky Guild of Artists and Craftsmen exhibition, a mixed media showcase highlighting 2D and 3D work created by guild members throughout the state. Exhibit dates are January 20-March 11. Many art education programs for adults and children are also on tap. For more information, contact Kim McGrew-Liggett at 270-827-1893 or firstname.lastname@example.org Explore 18,000 years of history at the museum at Big Bone Lick State Park at Union in northern Kentucky. Indoor and outdoor sections display fossilized bones and models of mammoths, mastodons, scavengers and other creatures that roamed the region. The outdoor museum features a boardwalk around a marsh bog diorama, and a small bison herd is on site. Inside, a wide-ranging collection of art and artifacts from various epochs reveal this area’s evolution. Big Bone Lick is a National Natural Landmark and on the National Register of Historic Places. Obtain more information at 859-384-3522 or email@example.com Blue Licks Battlefield State Resort Park at Carlisle features the newly renovated Pioneer Museum, which retells the story of the Blue Licks area from prehistoric times to the park’s dedication in 1928. View a short video presentation and examine mastodon bones, Native American and Kentucky pioneer artifacts. The area was also the site of a Revolutionary War battle, and memorabilia from this period is on view. Learn about the “healing waters” of the local spring through the story of Blue Licks’ early years as a travel destination. Obtain more information at 800-443-7008 or firstname.lastname@example.org Other state parks and historic sites with museums or historic homes include Fort Boonesborough , Richmond; General Butler , Carrollton; Lincoln Homestead , Springfield; My Old Kentucky Home , Bardstown; Old Fort Harrod , Harrodsburg; Perryville Battlefield , Perryville; Waveland , Lexington; White Hall , Richmond; William Whitley House , Stanford; Levi Jackson Wilderness Road , London; Columbus-Belmont , Columbus; Jefferson Davis , Fairview; and Wickliffe Mounds To learn more about all the museums in the Kentucky state park system, log on to parks.ky.gov , click on “Things to Do” and select “Museum.”

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Culture is created by human life. Cultures can be defined as " the set of attitudes, values, and behaviour shared by a group of people, communicated from one generation to the next". Cultures plays huge role in how children make meaning of the world. Most child development theories are based on westernized countries but the majority of children are not from westernized countries, therefore; child development theories require special attention to the influence of cross-cultural research on child development. We should keep in mind that any behaviour that are appropriate within a culture will be encouraged by significant adult in children's lives and any behaviour that is not appropriate will be discouraged. These adaptive and maladaptive behaviour varies from one culture to another culture; behaviour that are adaptive in one culture could be maladaptive in another culture. within any culture, children are shaped by the physical and social settings within which they live; culturally customs and child rearing practices; and culturally based belief systems. That means that the psychological of any social behavior is based on what culture and where those children are being exposed to those belief and system, therefore; child development theories and child development truths can not be applied for all children in different culture since all of those child development truths are based on the westernized "norms". Early childhood educators, teachers, social workers and... must understand that normalcy is culturally defined and also the practitioners, psychologist should consider children's cultural values before giving diagnose . Culture is consists of the historically accumulated knowledge, tools, and attitudes that pervade the child's proximal ecology, including the cultural "practices" of nuclear family members and other kin. These enculturated members of society are themselves subject to a variety of forces in both the natural ecology and society as they carry out their roles, such as care giving and earning a living. Culture is created by human in their social life. Through participation in social life of culture, children develop. 'Culture is part of our world. It is developed through human life in the "natural" world and is nature that is formed. It consists of material products characterized by meaning and function. And it encompasses immaterial products: language, idea, conception, meaning, value, the knowledge and skill that are created and from part of human life. It comprises the activities that reproduce these products as well as create new. And it comprises the relation formed between humans and through which the social life and its products come into being'. Rubin, H.K & Menzer, M. (2010). Culture and social development. Retrieved on October 20, 2010 from http://www.child-encyclopedia.com/en-ca/culture/according-to-experts.html. Cole, M. & Hkkarainen, P. & Bredikyte, M. (2010). Culture and Early childhood Learning. Retrieved on October 20, 2010 from http://www.child-encyclopedia.com/en-ca/culture/according-to-experts.html. Thyssen, S. Child Culture. (2003) Play and Child Development. Early Child Development and Care, 173(6), 589-612

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THREE QUARTERS OF all deaths occurring in Ireland in 2011 were caused by either circulatory or respiratory diseases, or cancer. 150 years ago, the picture was quite different —20 per cent of all fatalities recorded came about as a result of the likes of Croup, Scarlatina, Whooping Cough, Fever, Smallpox, Measles and Dysentery. The Central Statistics Office has just placed a series of annual reports on deaths, births and marriages online — dating back to 1864. The records run from 1864 to 86, and again from 1922 to 2000. Reports from 2001 to 2011 were already available on the web. Scholars and statisticians will no doubt be poring over the details for years to come: the records provide some compelling insights into Irish life over the last century-and-a-half… There were 93,144 deaths registered in 1864 — a death rate of 16.4 per 1,000 of the population. This had fallen to a rate of 14.1 per cent by 1922 due to medical advancements and improved lifestyle conditions. By 2011, the rate was at 6.2 per 1,000. Of the 44,547 deaths in 1922, some 4,614 people died from TB, over 3,000 from Bronchitis, nearly 2,800 from Pneumonia and 1,812 from Influenza. By 1964 diseases of the heart were cited as the underlying cause of death in 10,303 cases: 401 people also died from TB that year and a further 316 died from flu. Deaths of children aged under 12 months accounted for 13,425 deaths in 1864. By 2011 there were 262 cases of infant mortality. 3.8 per cent of all births recorded in 1864 were stated as being “illegitimate”. The term was still in use in 1922 when 2.6 per cent fell into the category. By 1964 the figure decreased again to 2 per cent. By 2011 the number of births outside of marriage/civil partnerships represented over one-third or 33.9 per cent (25,091) of all live births. The ratio of boys to girls has remained more-or-less stable over time. While it was 105.6 boys to 100 girls in 1864, it was 106.5 boys to 100 girls in 1922 and 104.6 boys to 100 girls in 1964. In 2011 it had risen slightly to 104.9 boys for every 100 girls. 1,032 men were aged under 21 years when they married in 1864 — but almost 5 times as many females (4,976) were 20 or younger when they wed. Of the 54,812 people married that year, almost half signed the register simply with with marks, suggesting the absence of an elementary education. By 1922 some 97.3 per cent of husbands and 98.3 per cent of wives signed the marriage register or certificate — the remainder making a mark. In 10 per cent of marriages that year, one or both of the parties had been married previously. Finally — the overall marriage rate (measured per 1,000 of the population) has remained remarkably consistent since 1864, when it was 4.8. The rate was also 4.8 in 1922, rising to 5.7 in 1964 and decreasing to 4.3 in 2011.

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Ready2Read is a FUN, hands-on reading program that will make kids LOVE reading!! Ready2Read Level 3 Unit 8 will cover word families, sight words and long vowels. This comprehensive reading program is designed to meet all of the Common Core Reading Foundational Skills standards. You can visit the Information page for Level 3 on our blog. This packet is 63 pages long and included the following: Sight Words: may, think, from, of Word Families: -oil, -out Page 4- Color by Number Sight Word Stars Page 5- Trace it, Stamp it, Paste it Page 6- Spin and Graph Sight Words Page 7- My Sight Word Book Page 8- Missing Letters Page 9-Wonderful word Families Page 10- Roll, Read and Color Page 11-17- Read and Write the Room Word Families (also for memory card game) Page 18-19- Read and Write the Room Sight Words Page 20-22 Word Families Detectives Page 23-24-Word Family Word Sort Page 25-26- Sight Word Decorating Sheets Page 27-29-Build a Word Family Scene Page 30-34 Go Fish Game Cards Page 35-36- Ocean Wall Characters Page 37-38- Sight Word Headband Page 39- Color by Sight Word Page Page 40-Roll, Trace and Check it Off! Page 41- Sight Word Match/ Sight Word Spelling Page 42- Game Board Page 43-Long Vowel Posters Page 44-45 - Ready2Read Certificate Page 46- Sight Word Graphing Page 47-Word Family Graphing Page 48- Word Search Page 49-50- Word Family Word Race Page 51-52- Box Them Up! Page 53-Sight Word Make-a-Match Page 54-55- Word Family Word Slides Page 56-57- Stamp it Up! Page 58- Tic-Tac-Toe Sight Words Page 59-Sight Word Success Page 60-Clap the Sight Word Syllables Page 61-Fix that Sentences Page 63-63 Lesson Plans Be sure to visit The Moffatt Girls blog for more educational resources and ideas!

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What The Experts Say About The Most Effective Way to Teach Reading "The vast majority of studies indicate that approaches including intensive, explicit phonics instruction resulted in comprehension skills that are at least comparable, and word recognition and spelling skills that are significantly better than, those that do not. Approaches in which systematic code instruction is included along with meaningful connected reading result in superior reading achievement overall." Beginning to Read, A Summary, funded by the U.S. Office of Educational Research and Improvement and published by the Center for the Study of Reading at the University of Illinois. "What is the best way to teach children how to read? Old-fashioned phonics? Or the newer whole-language method that emphasizes the meaning of words? After two years of study, a panel of national experts offered an answer: Use some of both. The panel recommended that beginning readers be taught to sound out letters as the primary way to identify unfamiliar words. But the panel also endorsed several founding principals of the whole-language method, which encourages children to predict what might happen next in a story and draw inferences from surrounding clues." The New York Times, March 19, 1998 "Long-term studies begun by the National Institutes of Health in the early 1980's... offer clear strategies for teaching children who struggle to read. Reading problems are just as common among children of above-average intelligence as among those who are lower. The N.I.H. study has concluded that both literature and phonics practice are necessary for impaired and unimpaired children alike. The phonics component is vital for the 40% of children for whom word recognition is difficult." The New York Times, January 25, 1997 In order to help schools integrate the Talking Fingers family of products into their curriculum, we have correlated both our software programs with the Language Arts standards of each of the 50 states.

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There's hardly a story about any American illustrator that sooner or later doesn't mention the name of one man--Howard Pyle. One might even go so far as to call him the father of American illustration. But it's hard to get a grasp of the importance of this man without looking at what came before. One of his best predecessors was A.B. Frost. Before Pyle, there was a staged quality to American book illustration, as if actors were drawn from a point of view "front row centre" with a theatrical set, props, and costumes. Pyle brought to illustration a writer's perspective, because he enjoyed writing and was probably as good at it as he was in illustration. In fact he illustrated several of his own books and stories, among them, The Adventure of Robin Hood and The Story of King Arthur and His Knights. Armed with a writer's imagination he poured the same unique qualities into his drawings. They never seemed staged, but instead evoked a kind of dynamic drama, with unusual angles, dark backgrounds, action, adventure, human emotion--the work of a writer who could draw. Pyle was born in 1853 on the outskirts of Wilmington, Delaware. His home still stands today, though it's now well within the city. His father was a leather worker, his mother a woman who saw to it her son had an idyllic childhood, nurturing his bookish tendencies; his enjoyment in reading, writing, and drawing. His first successes came in blindly sending samples of his work to leading New York magazines where, to everyone's surprise, they were immediately accepted. Scribners was one of his early outlets. A trip to New York by his father, who dropped in on Scribners ended with his son being invited to move to New York, with the assurance that there was plenty of work for him there. Pyle moved to New York, but quickly discovered the work was slim, menial, and his artistic skills woefully lacking. Studies at The Art Students League and later Drexel Institute in Philadelphia sharpened his knowledge of the human figure, colour, and the technical needs of the engraver. Howard Pyle came to illustration at a most opportune moment. It was at a time when nationally circulating publications were on the rise, printing techniques allowed for the move from woodcuts to metal plates, and when colour printing was in its infancy. Pyle developed his skills to match the best the printing industry had to offer, catering to their needs while allowing their best efforts to mingle with his own vivid imagination. After a stint in New York with Scribners, Harpers, and the children's magazine, St. Nicholas, Pyle moved to Philadelphia where he taught at Drexel Institute for two years, before moving back home to Wilmington and starting a kind of free graduate school for top illustrators. There, from a list of some 1,300 applicants, he chose twelve, sharpening the skills of the next generation - N. C. Wyeth, Frank Schoonover, Thornton Oakley, Maxfield Parrish, Jessie Wilcox, Stanley Artherus, Ida Daughtery, Harvey Dunn, and others. The school lasted only from 1900-1903, although Pyle continued helping his former students for several years while his work itself came to influence dozens of others whom he didn't actually teach. Late in his career, he took up the challenge of mural painting, gaining a whole new level of fame, respect, and financial success. For many years, Pyle resisted the common practice of finishing off one's art education in Europe. He was fifty-seven before he finally succumbed to the temptation to visit Europe. During most of the trip he was ill. He hated Rome, visited Siena and Genoa, before falling in love with Florence where he remained for several months. It was in Florence he changed his mind and decided that maybe the European masters actually did have something to offer American art. Ironically, t’was there that he died of a kidney infection in 1911; and there too, that this greatest of American illustrators was buried on foreign soil.

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targeting of maladaptive attributions and beliefs; and (5) differentiation of instruction to meet the particular needs of those who struggle or have diagnosed disabilities in the course of broader instruction to develop reading and writing skills. Several limitations in current knowledge of component processes indicate that research is needed to (1) develop more integrated and comprehensive models of reading comprehension processes, including metacognitive components, to develop more complete approaches to instruction and assessment; (2) understand the relation of fluency to comprehension and how best to develop fluency; (3) identify efficacious methods for developing vocabulary and other aspects of linguistic knowledge for reading and writing proficiency; (4) develop more integrated models of writing processes and writing instruction; (5) develop methods of teaching reading and writing in tandem with world and topic knowledge in academic, disciplinary, or content areas; (6) understand the neurobiology of reading and writing to test theories and models of typical and atypical developmental processes, develop more sensitive assessments, guide teaching and treatment of disability, and prevent reading and writing difficulties; and (7) understand the social and contextual forces on reading and writing and the implications both for the design of instruction to develop valued functional literacy skills and the assessment of these skills as part of evaluating the effectiveness of instructional outcomes. Cognitive aging research suggests that adults may experience some age-related neurocognitive declines affecting reading and writing processes and speed of learning that might need consideration during instruction. Most research has concentrated on young children at the beginning of reading development and on older adults at the opposite end of the life span who are proficient readers beginning to experience some declines. As a result, more needs to be known about how reading and writing processes change across the life span to determine how to make instruction effective for learners of different ages. As Chapter 3 makes clear, except for a few intervention studies, the study of component literacy skills and processes has not been a priority in research with adults, nor has the research fully incorporated knowledge of the practices that develop reading and writing skills in K-12 students. The population of adult learners is highly diverse. Adults bring varied life experiences, knowledge, education levels, skills, and motivations to learning that need attention in instructional design. Research with adolescents and adults will be required to validate, identify the boundaries of, and extend current knowledge of literacy to identify how best to meet the particular literacy development needs of well-defined subgroups of learners.

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A few relevant Articles from the Universal Declaration of Human Rights: Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality. (1) Everyone has the right to work, to free choice of employment, to just and favourable conditions of work and to protection against unemployment. (2) Everyone, without any discrimination, has the right to equal pay for equal work. (3) Everyone who works has the right to just and favourable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. (4) Everyone has the right to form and to join trade unions for the protection of his interests. Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay. (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. (2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection. (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. (1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. (2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author. Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized.

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Professor Karl Diebitsch (3 January 1899 – 6 August 1985) was an artist and soldier responsible for much of the Third Reich SS regalia, including the chained SS officer's dagger scabbard. Diebitsch worked with graphic designer Walter Heck to design the notorious all-black SS uniform. Also with his business partner, industrialist Franz Nagy, Diebitsch began the production of art porcelain at the factory Porzellan Manufaktur Allach. Diebitsch was born on 3 January 1899, in the city of Hanover, Germany. In Hanover, he attended school for the arts. This was interrupted by his enlistment in the Imperial German Navy in 1915. He earned the Iron Cross, Second Class, while with an artillery battery during World War I. Diebitsch had completed an apprenticeship as a decorating painter when he was in school before the First World War. After a short time being employed as a merchant, he decided to resume his art education. Diebitsch enrolled in the Design School of the Academy of Plastic and Graphic Arts in Munich on 29 October 1919. Joining the Nazi Party On 1 May 1920, Diebitsch joined the Nazi Party or NSDAP. His membership number was 1,436. From 1920 to 1923 he was a member of the Freikorps. He went on to complete his formal art training in 1925, followed by several years of living and working in Munich as a painter and graphic artist. When the Nazis came to power in 1933, Diebitsch moved his family to Berlin and there joined the Reichsverband Bildenden Künstler Deutschlands (National Association of German Visual Artists). In November 1933, he joined the SS. Later in 1937, he rejoined the NSDAP with a membership number of 4,690,956. Artworks for the Third Reich Diebitsch served as the director of SS Porzellan Manufaktur Allach in 1936 until the SS enterprise had its porcelain production facility moved to Dachau. In the same year he designed SS dagger and sword parts, along with many other SS items. In 1938 he received one of the top prizes at a House of German Art exhibition in Munich for his painting titled, "Mutter" (Mother). In 1939 Diebitsch designed the letterhead logo of the Ahnenerbe and crests for SS officers. In May 1939 he designed a window for an exterior wall of the "Konig-Heinrich" dome at the cathedral at Quedlinburg. Diebitsch also designed many German postage stamps during the Third Reich. He designed a tapestry that was created by Elsie Seifert. It was removed from Heinrich Himmler's residence in Berchtesgaden in 1945 by a member of the 506th Parachute Regiment of the American 101st Airborne Division. This piece originally hung in the Reichstag but was removed to Himmler's residence after a fire which destroyed a similar piece. The construction is of heavy gold bullion thread on a blood red velvet backing. Bullion tassels and chord. Size is approximately 7 x 9 feet. War years and later life Besides being an artist, Diebitsch was also a reserve officer in the Waffen-SS during the course of the Second World War. He received staff assignments to the SS-Totenkopfstandarte (SS Death’s Head Regiment), SS-Regiment "Germania", SS-Division "Wiking" and the Höhere SS und Polizei Führer (Higher SS and police leader) of Italy. Diebitsch was finally promoted to the rank of SS-Oberführer on 20 April 1944. He survived the war and died in 1985. - An honorary title conveyed by Hitler. Johnson, Thomas M., Collecting Edged Weapons of the Third Reich, Volume 6, 1993, pp 78-81. - Lumsden, Robin. A Collector's Guide To: The Allgemeine - SS, Ian Allan Publishing, Inc. 2001, p 53. - Johnson, Thomas M., World War II German War Booty, Volume II, p 66.

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Your child can hone her realistic drawing skills as well as learn more about American artist, Norman Rockwell, in celebration of American Artist Month. In this activity, she can explore the challenge of photorealism as well as create something truly special. What You Do: - Take a closer look at Norman Rockwell’s artwork with your child, encouraging her to pay close attention to the details included in his paintings. Notice how realistic they seem. Part of being an illustrative realistic artist is capturing a moment, which tells a story as well as intrigues the viewer. - Invite your child to brainstorm ideas for her cover art in the style of Norman Rockwell. She can look at pictures for inspiration and create thumbnail sketches of her ideas. - Once she’s satisfied with an idea, encourage her to begin her artwork with a light pencil sketch before covering her lines with dark, strong lines. She can even work from a photograph if she’d like, helping her to be as realistic as possible! - Invite your child to use colored pencils to finish her detailed drawing, blending the colors together to create realistic textures and colors, just like a photograph. - Encourage your child to continue working until the artwork is finished and then help her find the perfect spot for displaying her finished Norman Rockwell inspired creation! Did You Know: Norman Rockwell created over 4,000 artworks over the span of his artistic career. He was also commissioned to illustrate over 40 books, including versions of Tom Sawyer and Huckleberry Finn. Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.

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This month I’m lending my INK blogspot to Meribeth Schenk, author and librarian. We hear a lot these days about how books, reading, and learning are lighting out for the Territory – new and yet-to-be-discovered Territory. Here’s how one school is doing it. SOMETHING FOR EVERYONE We invite second and third graders to choose (from books written and/or compiled by Douglas Florian, Karma Wilson, Jack Prelutsky, Kristine O’Connell George, Lee Bennett Hopkins, Karla Kuskin, Shel Silverstein, to name a few in the Media Center’s collection), practice (at home in front of a mirror) and read (or memorize) a poem to share in front of their classmates. Students are filmed, for later use of combined videos, to create a poetry slam presentation during April -- poetry month -- when students also share poems they have written. Third, fourth and fifth grade students become familiar with labyrinths by way of stories, and search engines. A labyrinth is a spiral path, leading into the center and back out. Often effective as a meditation tool, a labyrinth can be used for balancing mind, body and spirit. Searching for labyrinths in a country of their choice, students also use globes, atlases, and webquest to discover labyrinth locations around the world. By tracing mazes and labyrinths, students begin to discover differences (mazes have dead-ends and blind alleys to confuse, labyrinths are single paths allowing one to be reflective). Then, drawing labyrinths using seed patterns, and creating their own labyrinths using the computer program, Paint, extends the experiences in preparation for walking a canvas labyrinth as a culminating event. When students share their impressions through drawings, writings and comments after the labyrinth walk, the insights are often moving, profound, and surprising. Additionally, fifth grade students use a storyboard template to guide their planning as they prepare to share their favorite book using Frames. This simple program works like a flipbook, as students create an animated movie, generating illustrations, and adding sound and music to enhance their book trailer. Some examples of the great work our students have done include: • creating a rap about Accelerated Reader (AR), which they performed, filmed, edited, and presented to their classmates; • demonstrating for parents the use of a shared wiki from their Egypt project; • student/ grandparent pairs sharing in an interview -- WIWAB/WIWAG (When I Was A Boy/Girl) -- using questions the students had prepared in advance, talking together on PhotoBooth, discovering each other in new ways, and honoring the legacy of shared experiences. These few sample activities give a flavor of a new curriculum as it develops: an integration of trade non-fiction and fiction with texts and classroom lessons, supplementing with cameras, internet, and computer programs, helping to expand educational opportunities for our students. We’re excited by the enthusiasm we see: • increasing activity in the Media Center; • more parent involvement with books and computers; • greater numbers of books checked out; • deepening interest in non-fiction (especially poetry and folktales, but also sports and animals); • strengthening teacher use of classroom computers; • expansion of assignments using both books and computers to maximize learning potential. Final products are often available on a loop, displayed on screen in the Media Center during parent open house and conference sessions, and at years end. Students regularly bring their families to “show off” the Media Center. They want their families to view what they’re imagining and producing -- a satisfying moment for all participants. Meribeth Shank is a Florida native who writes for children, reviews children’s books for Family magazine in Miami (www.familymagazine.biz), teaches occasional classes on Writing Books for Children, is a certified Labyrinth Facilitator, and earned her BA in Elementary Education from Goshen College (IN), and MFA in Writing for Children from Vermont College. You can also find her on the web at: http://meribeths.blogspot.com

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Carmen Nazario, Assistant Secretary for Children and Families, U.S. Department of Health and Human Services, reads to an early childhood class at P.S. 5 in New York City. A new phrase that recently entered the national education lexicon is “the P-20 continuum” or the “P-20 pipeline.” The P stands variously for pre-natal or pre-kindergarten, and the 20 represents the age at which many young people are launched into the world of work. The thinking behind this phrase is important, right-headed and long overdue because it recognizes that the goal of education at all levels is to prepare young people for productive adulthood—and that the levels are intrinsically connected, starting with our youngest children. P-20 efforts are seeking to establish authentic linkages between and among the various levels of our education system (early childhood, elementary school, secondary school, college) and to help young people, as well as their parents, make successful transitions from one level to the next. In fact, studies of The Children’s Aid Society’s Zero to Five Programs have consistently shown that parents who participate in the program become leaders at their schools and are highly invested in their children’s education process. This kind of “connect the dots” thinking is not new to community schools, and this issue of Partnership Press focuses on one set of critical linkages—that of early childhood to elementary education. We feature three approaches: the integration of a comprehensive Zero to Five program into the primary grades in two New York City community schools that are partnerships between The Children’s Aid Society and the New York City Department of Education; a national effort sponsored by the Coalition for Community Schools and funded by the W.K. Kellogg Foundation that is demonstrating how to link early childhood systems to elementary education in three cities; and a brief profile from the St. Paul School, Centre de la Petit Enfance, in Quebec, Canada. The results from all of these efforts are promising and have caught the attention of policymakers at many levels. For example, Children’s Aid recently hosted a study visit to P.S. 5 (one of our community schools linking early childhood to elementary education) for several officials from the U.S. Department of Health and Human Services, including Carmen Nazario, Assistant Secretary for Children and Families. The Early Childhood Challenge grants program represents a major new investment by the Obama Administration, which is recognizing the important connections between early care and education (ECE) and subsequent school success. In fact, the Secretaries of Education and Health and Human Services recently made a joint announcement about the launch of the program—a dramatic and unusual testament to the power of linkages across the developmental stages. At Children’s Aid, we are aware of the work of some colleagues in other parts of the country who are inventing strategies to solidify the connections between early childhood and elementary education. We are grateful to Dr. Ed Zigler and his team at Yale University for their pioneering Schools of the 21st Century, a well designed and nationally replicated community schools model that exemplifies best practice. We would love to hear about other work on this important topic and urge you to contact us so that we can learn from your successes and innovations.

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Video: Introduce Orff Schulwerk to your school community. (2 min.) Visit the Music Education Policy Roundtable to learn how like-minded organizations partner to support sequential, standards-based music education to students across the nation. MORE ADVOCACY RESOURCES: A Musical Fix for America: This article from the Wall Street Journal proposes music education as a solution to “some of the thorniest and most expensive problems facing American education.” How we teach the arts is as important as the fact we’re doing it: Michael Rosen shares his checklist for how teachers can ensure that arts education is worthwhile for all students. Listen to Why Music Education Matters: an interview excerpt with Dr. Brent Gault, chair of music education at Indiana Jacobs School of Music. (Excerpt from The Voice of the Performing Arts on WICR 88.7, Indianapolis Public Radio; co-hosts: Jeff Swensson and Steven Libman) Doug Goodkin shares his thoughts about the importance of music education in a 2013 TEDx talk.

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"… focuses on issues at the forefront of heritage language teaching and research. Its state-of-the-art presentation will make this volume a standard reference book for investigators, teachers, and students. It will also generate further research and discussion, thereby advancing the field."María Carreira, California State University – Long Beach, United States"In our multilingual and multicultural society there is an undeniable need to address issues of bilingualism, language maintenance, literacy development, and language policy. The subject of this book is timely…. It has potential to make a truly significant contribution to the field."María Cecilia Colombi, University of California – Davis, United StatesThis volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation. - The term "heritage language speaker" refers to an individual exposed to a language spoken at home but who is educated primarily in English. Research and curriculum design in heritage language education is just beginning. Heritage language pedagogy, including research associated with the attrition, maintenance, and growth of heritage language proficiency, is rapidly becoming a field in its own right within foreign language education. This book fills a current gap in both theory and pedagogy in this emerging field. It is a significant contribution to the goals of formulating theory, developing informed classroom practices, and creating enlightened programs for students who bring home-language knowledge into the classroom.Heritage Language Education: A New Field Emerging is dedicated to Professor Russell Campbell (1927-2003), who was instrumental in advocating for the creation of the field of heritage language education. Back to top Rent Heritage Language Education 1st edition today, or search our site for Donna M. textbooks. Every textbook comes with a 21-day "Any Reason" guarantee. Published by Routledge.

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I have had parents ask me about whether or not children really need to practice spelling words on a regular basis with the spell-check feature on computers. They have also asked whether or not writing skills have become outdated with the commonality of keyboards. Technology certainly makes writing a lot easier; I wouldn’t want to be writing this blog with pen and paper. Nevertheless, the skills of spelling and writing are foundational skills that remain important. The process of writing out words leads to an understanding of how to form letters quickly and efficiently, and even the slower pace of writing out a word by hand lends itself to the process of sounding out and blending letters to become familiar with word patterns. Similarly, blending sounds and memorizing word formations that are part of the weekly process of preparing for spelling tests are important for children’s self-reliance in writing. As young children practice and re-practice writing out spelling words, they enhance their levels of confidence for skills mastered. I appreciate the work of former teacher and author, J. Richard Gentry, who emphasizes the importance of spelling instruction that helps children break the code of English. He states that “when conventional spelling is taught in balance with developmental spelling and writing for meaning, students are on track for proficient reading and writing by the end of first grade. In the beginning phases, the processing of spelling, reading and writing are nearly one and the same in terms of activating reading circuitry in the brain.” Literacy skills build upon one another, and practice with the art of language in every form has value. The benefit of writing out spelling words is not an isolated skill; it is part of the complex process of becoming proficient with literacy. Writing and reading are skills that require practice and yield huge benefits. Technology is a tremendous tool to bolster literacy opportunities, but the spell-check feature is certainly not a substitute for the practice of regular spelling tests and the practice of writing out words by hand.

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MATH 111. Mathematics for Elementary Education I This course, in conjunction with Math 112, is intended to give pre-service elementary school teachers a deep understanding of the mathematical systems that they will be expected to teach. The content of Math 111 includes the arithmetic systems of the whole numbers, the integers, and the rationals (at least in fraction form). For each system, students are expected to understand not only how to perform the four arithmetic operations, but also what those operations accomplish in real life, why the operations work the way they do, and how to model or represent those operations in concrete or semi-concrete ways. The study of the integers includes some basic number theory. Underlying all topics in Math 111 are the notions of estimation, mental arithmetic, problem solving, mathematical communication, and viewing mathematics as a logical and sensible system rather than a set of memorized procedures. Intended for elementary education majors.

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Learn to Read With the New MonkiSee “See and Say Story” Books These two new books, Know Your Monkey and Monkeys Like the Color… are short and simple stories, written for babies from birth to 3 years old. These books familiarize babies with their body parts and the wonderful world of color while at the same time, teaching them to rhyme, recognize and read many words. Each book features the loveable and playful characters, Howie and Skip. What is a 'See and Say Story'? 'See and Say Stories' are simple books designed to teach children to read while being read to. The stories are written for children from birth to 3 years old. These books are specifically arranged to display large text while keeping the illustrations separate, so attention is naturally directed toward the written word. By pointing to the words as they are being read, babies learn to read effortlessly on the laps of their parents. The pages that feature illustrations also include text alongside the pictures. By showing the isolated words and then repeating them next to the pictures, children are able to match words with images in order to help them better understand what they are reading. Each 'See and Say Story' includes an alphabetical word list of every word that appears in the book. The word list can be used as another medium to point out written language to small children prior to reading the story or as a review after reading each book. The large text appears in a clean format, making it natural for young children to focus their attention on the words they are hearing. If all books were designed this way, children would be able to read long before entering school. Parents that use the 'See and Say Stories' find that reading to their child is truly an interactive experience. An act as basic as reading to a child now becomes an enjoyable journey into literacy. Why Use See and Say Stories? 'See and Say Stories' encourage young children to read as they are being read to. The large fonts and easy to point to text naturally allow babies and toddlers to interact with the books they are reading, rather than passively listening to a story. Each brightly colored illustration also includes text in order to further explain what is being taught. Readers are prompted to say the words once again as they look at each stimulating, full color illustration. How do 'See and Say Stories' Teach Very Young Children to Read? 'See and Say Stories' teach babies to read using sight reading, also called the whole word method. The 'See and Say Stories' are carefully designed to encourage children to see the words and then say the words. The large fonts and isolated text teach babies to read in a natural and organic way. When babies learn to read using this system, they will read in a smooth and fluid manner, unlike older children that learn to read phonetically in a more broken way. Although babies are learning to read by sight, they are able to break down the rules of phonics and continue on reading words phonetically with little or no phonics instruction. This phenomenon is a gift all babies possess when they are introduced to reading during the first 3 years of life. When Should I Introduce See and Say Stories? You can begin reading the 'See and Say Stories' to your child at any time. Children are able to learn to read while being read to. No lessons are required prior to reading these books. Babies will quickly learn to read the stories if parents regularly read the books to them. So get your baby, grab a story and have fun reading while your baby learns to read.

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Music has ties to every human endeavor and contributes to our daily well-being throughout our lives. It marks the special events and adds a special dimension to the quality of our lives that cannot be obtained from any other source. The trained musician can distinguish the pitch, duration, intensity, tone, and color of sound. Music professionals understand the structure of music, as it is found throughout the world and have a perspective on its many centuries of development. Recognizing that today's musicians must be equipped with an understanding of a full range of diverse styles, an innovative, comprehensive musicianship program is now incorporated into the curriculum of all music majors at San Diego State University. The music program has received national attention and is regarded as being a strong program that teaches every student to function as a conductor, a performer, a coach, an editor or an arranger. The music program includes hands-on experience in five other world music cultures and provides students with training to sight-read, sight-sing, improvise, compose music, and use computer technology. The music curricula are designed to fulfill the needs of all students with an interest in music. Comprehensive musicianship, the history of music, private studio instruction, composition (both traditional and electro-acoustic), piano, and ensemble performance are required. Other program features include vocal and instrumental literature, vocal and keyboard pedagogy, class voice, fundamentals of all the instruments, conducting, teaching techniques, and world music. The Bachelor of Music program is for those students who have professional ambitions in music or seek a foundation for graduate study leading to teaching in a college or university setting. For students who are interested in preparing for a career as a music specialist in elementary or high schools, the School offers a Bachelor of Music in music education which prepares them for the required state credential. Students are strongly encouraged to include a second major or a minor in this program. The Bachelor of Arts in music is a liberal arts degree. The course work has less emphasis on the rigorous demands of performance and enables students to obtain a broad understanding of music. Students are strongly encouraged to include a second major or a minor in this program. - Student organizations such as Phi Mu Alpha Sinfonia (professional), Kappa Kappa Psi and Tau Beta Sigma (band service), Sigma Alpha Iota and the Music Educators National Conference student chapter (music education professional) are open to music majors. - Facilities - The 78,000 square-foot music building, completed in 1970, includes a 300-seat recital hall, rehearsal rooms for instrumental and choral organizations, an electronic music studio, 24-station multi-media computer lab, three computer/internet-connected class piano labs, a listening library of over 14,000 titles available for faculty/student study, 54 individual practice rooms, approximately 160 pianos and 800 other musical instruments. - All music students have access to the Multi-media Interactive Fine Arts Technology laboratory, linked to students and faculty in art, dance, drama, film and music. - Students may participate in numerous performance opportunities. There is a wide variety of instrumental ensembles from which to choose: a symphony orchestra; six bands; jazz ensembles, percussion ensembles, piano ensembles, woodwind, and brass chamber music ensembles; guitar ensemble; new music ensemble and world music ensembles. - There are also opportunities to participate in vocal ensembles such as the Concert Choir, Chamber Singers, and Opera Theatre. - Undergraduate and graduate scholarship awards are available to qualified new students determined by auditions each year. The amounts of the scholarships vary from half to full tuition in addition to awards. Applications may be downloaded from The School of Music and Dance Web site. The need for trained musicians is more easily understood when we consider the many avenues of activities open to them. For a list of possible career opportunities, visit the Careers Services Web site. One hundred percent of our graduates with a Bachelor of Music in music education and the single subject teaching credential are placed in teaching positions within one year of graduation. You can view more complete information regarding the Music program in the General Catalog. All students are responsible for reading and knowing the information pertinent to their areas of study available in the General Catalog. It contains requirements for all academic majors, course descriptions, policies, and regulations governing progress at the university. Catalogs are distributed at all New Student Orientation programs. To order a General Catalog, call (619) 594-7535.

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Why does children's music participation decline following the transition to secondary school? That question is prompted by a Keele University report* of a longitudinal study involving over 1000 children during their final year at primary school through to their first year in secondary school. The findings are significant for they It is not surprising therefore that the activities of Youth Music (NFYM) have struck a chord. YM's funding focus is mainly on music-making out of school hours, across a great breadth of musical styles and cultural traditions. Applicants for funding have to indicate clearly that they are in tune with what will engage with young people - not only music styles, but also the manner and context in which the music is made. In their applications "profile", whilst Western classical music is represented, popular styles predominate, together with a burgeoning interest in non-western traditions. Most of the music-making funded by YM covers 5-18 year olds; some activities have a direct link with schools' curriculum delivery, but most do not. With practical examples of music-making successfully involving that age range, YM has been encouraging and facilitating discussion on the relationships between provision through the formal music education sector and that through informal routes. Those discussions have also included those services whose main purpose is to engage with young people, such as Youth Services. Many have indicated that the discussions are providing useful fuel for a long overdue debate. The National Music Council and the Music Education Council are planning to hold a joint meeting to discuss ways forward. So what has the Keele study found? First, it is important to remember that unlike many academic activities, young people have considerable autonomy in the way they engage in musical activities. Thus, questions asked directly of young people can throw some light on how and why they make critical decisions and especially the extent to which social factors can influence those decisions.

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>I'm about to begin my first year teaching high school art, though I'm a seasoned teacher in other fine arts courses. My colleagues insist that no copying ever be allowed, for any reason. While I understand the importance of the students learning to develop confidence in their own creativity, I also see the value of learning via imitation. I've certainly improved my own skills by examining drawings and photographs and trying to reproduce what I see. I saved all of the responses to the recent question about artistic process. Several of you mentioned working from photographs. How is that different? Or is it? I'd like to be able to offer a different point of view to my teammates but I need a better foundation. And I'm open to the possibility that my instinct is wrong. Do you allow your students to copy as part of the learning process? If not, why? When I was young, I had no teacher who knew the processes of how to properly practice to produce creative learning and how to motivate me learn to see; to understand and express what I saw; what I remembered and what I imagined. I had no teacher that knew how to teach me to feel and express what I felt and saw, and so on; I was abandoned to my own devices. Knowing nothing else about how to learn to draw, paint, or sculpt, I copied. We have a strong instinct to imitate and copy. We need no teacher to encourage us to imitate. My first grade teacher drew a nice picture on the board using colored chalk and we all gladly copied it with crayons on our papers. Last November I saw similar art lessons still being taught to first graders in Shanghai, China. Imitation and rote are still too prevalent in our own schools as well. Fortunately, I eventually had some good art teachers. While I was a public school art teacher, I attended graduate school in the summers (at first to improve my pay rate). We studied the research on creative thinking. I now believe copying is product centered. It is superficial, not teaching us many of the basics of how to see the truth of the world itself. Copying teaches us how to replicate. Replication is a way to memorize another person's idea of an image in order to learn to make the image like other person (or the camera) makes the image and we are not challenged to think, to look again, to experiment and develop an image solution of our own. Copying is learning the answer from the answer. Art is the process of creating from questions, from observations, from dreams, from troubles, from joys, and from within our hearts. Replication (copying) is the opposite of expressive art. Copying molds a much different brain than the brain formed while practicing creative ways to be expressive of our feelings and experiences. I am sorry, but I agree with your colleagues on this one. When I visit an art class where students are copying, I tend to assume that the teacher has not figured out how to motivate and teach art. Marvin Bartel, Ed.D., Professor of Art Emeritus Adjunct in Art Education Goshen College, 1700 South Main, Goshen IN 46526 studio phone: 574-533-0171 Home Page in Art Education Home Page as an artist "We need to remember that we are created creative and can invent new scenarios as frequently as they are needed." -- Maya Angelou

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The Arts Guidelines Study possibilities in the arts include: - both practice and history and criticism of the visual arts (sculpture, painting, crafts, photography, design, graphics, etc.) - performing arts (dance, theatre, music, etc.) - film arts (film, video, photography, etc.). Any of the five organizing frameworks may be used to design concentrations: disciplinary, interdisciplinary, problem oriented, professional/vocational or thematic. A degree program in the arts should provide for the development of: - understanding of the historical and cultural context of works of art - knowledge of relevant theoretical and philosophical issues - awareness of diverse cultural perspectives - awareness of current developments and critical perspectives - research skills - technical proficiency - capacity to formulate, express, and communicate concepts and images - ability to formulate critical judgments. Concentrations in the arts begin with foundation studies, which prepare the student for more advanced-level work. Advanced-level competence should be developed in those areas which are most relevant to the specific concentration design and to the specific organizing framework. A progression of studies for concentrations in practice, performance and creation should lead to: - competence in methods and techniques - an understanding of current developments, theory and critical perspectives - resourcefulness and independence. A progression of studies for concentrations in history and criticism should lead to competence in understanding history, theory, critical perspectives and cultural contexts. In planning the concentration, consideration should be given both to depth and breadth. Students who wish to continue their studies on the graduate level and/or become practicing artists should consult the guidelines for professional degrees, which have been developed by professional associations such as the College Art Association and American Theater Association. Students preparing for graduate work also should investigate the entrance requirements of specific graduate schools. The creative arts are traditionally included with those studies considered to be liberal arts. Studio arts would fall within this definition. Learning not considered liberal studies focuses on specialized knowledge and skills often related to specific professional vocational needs and practices. Technical photography, art therapy techniques, advertising art and methods for art education might fall into this category. Revised February 1993

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Teaching Matters: Stories from Inside City Schools As public schools become increasingly embattled by budget shortfalls, crowded buildings, and ever-more-rigid curricula, the burden of these restrictions has drastically changed the way children are expected to learn. Nowhere is this more obvious or more devastating than classrooms in high-need urban areas. Drawing upon teachers’ firsthand experiences in some of today’s most demanding schools, leading education experts Beverly Falk and Megan Blumenreich provide an enlightening account of what our students really need—and how teachers are stepping up to provide what state standards and political posturing cannot. This book takes us into a variety of classrooms to witness the art of teaching at its most creative and effective. We follow educators as they strive to change systems that fail to address the needs of their students, from efforts to break the silence about homophobia in schools to multipronged strategies to build stronger relationships with immigrant families to the modification of ineffective curriculum to foster the growth of the “whole child.” By confronting many misconceptions about urban education and school reform, Falk and Blumenreich provide a crucial insider’s look at some of the most challenging and relevant questions in education today.Chapter titles include: “Immigrant Children’s Earliest Schooling Experiences,” “Celebrating Diversity in the Classroom,” “Breaking the Silence—Countering Homophobia in Schools,” “A White Teacher’s Quest to Become a Culturally Responsive Teacher,” “Bridging the Language Gap,” “Incorporating Families’ Funds of Knowledge into the Classroom,” “Supporting Children’s Diverse Needs and Strengths,” and “Supporting the Literacy Development of Young English-Language Learners.”

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Reading aloud to children is vital because it helps them acquire the information and skills they need in life: - Knowledge of printed letters and words, and the relationship between sound and print. - The meaning of words. - How books work, and a variety of writing styles. - The world in which they live. - The difference between written language and everyday conversation. - The pleasure of reading. Reading to young children promotes language acquisition and literacy development and, later on, achievement in reading comprehension and overall success in school. The percentage of young children read aloud to daily by a family member is one indicator of how well young children are prepared for school. Bradford Co. Public Library February 10am and 1pm Fridays in February Union Co. Public Library Thursdays in February 10am and 1pm Research shows that reading aloud is the single most important thing you can do to help a child prepare for reading and learning. Online story for children….http://tinyurl.com/Winter-is-the-warmest-season

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Reading across the curriculum This post was originally published in Nick Glass’ monthly column for Curriculum Connections, an e-newsletter published by School Library Journal in partnership with TeachingBooks.net. Subscribe to this free newsletter here. At TeachingBooks.net we believe that books belong in every K–12 classroom and strive to support reading experiences by offering multimedia resources to enliven and expand on meaningful conversations about books in the curriculum. In this month’s post, you’ll find strategies and suggestions that highlight ways educators of all disciplines can incorporate online author interviews, lesson plans, and audio recordings to engage students in any subject area. We want teachers to know how easy and powerful it can be to have the authors of assigned titles share insights into their work—online, anytime. For example, students can watch and listen to Lois Lowry as she discusses how she came to create the setting for her Newbery winner The Giver (Houghton Mifflin, 1993) in this video. Introduce an assigned book with an audio performance such as Susan Adams and Selma Blair’s reading from Anne Frank: The Diary of a Young Girl (Recorded Books, 1982). Host award-winning authors and illustrators in the library each week starting with Patricia Polacco, author of Thank You, Mr. Falker (Philomel, 1998) and The Keeping Quilt (S & S, 1988). Assist student researchers in understanding the context of classic books by directing them to ready-to-use literature guides for assigned readings of titles such as Zora Neale Hurston’s Their Eyes Were Watching God (Lippincott, 1937). Support the literacy development of English Language Learners by sharing videos of authors such as Children’s Poet Laureate Mary Ann Hoberman discussing her collection of poems for two voices You Read to Me, I’ll Read to You: Very Short Stories to Read Together (Little Brown, 2001). Explore ethnic identity in contemporary literature with discussion questions for Sandra Cisneros’ The House on Mango Street (Arte Publico, 1983). Expand on the science concepts found in books for young children by playing amusing audio clips of authors such as Jon Scieszka introducing and reading from Science Verse (Penguin, 2004). Offer professional insights into content-area literacy programs by sharing four award-winning authors (Avi, Sharon Creech, Walter Dean Myers, and Sarah Weeks) as they perform and reflect on Reader’s Theater. More suggestions for educators can be explored in the Curricular Uses area of TeachingBooks.net: Posted by Nick Glass, Founder & Executive Director of TeachingBooks.net

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Although the word terrorism lacks a legally binding, criminal law definition but the term is generally defined as the systematic use of terror especially as means of coercion in the international community. Other common definitions of Terrorism refer only to those violent acts which are intended to create fear (terror) and deliberately target civilians. Popularized by former USA president George W. Bush the term “War on Terror” finds its roots in the September 11th 2001 attacks on USA after which USA in Coalition with United Kingdom and NATO launched a global campaign against jihadist elements with the prime focus on Al-Qaeda. A war breaks out when a compilation of reasons agitates another party into fighting back yet the insular views of the retaliator can sometimes work as a catalyst of war. In today’s world our war is against terrorism which has its reasons and roots so strong that it motivated a group of people sitting 11000 kilometers away to declare war against a country and the people of that country who they hardly knew about but considered as oppressors and bringers of hardship on themselves. 11 years of constant fighting has clearly revealed to the world that terrorism cannot be gunned down as suppression generates more aggression, hate and dislike towards a culture that is clearly misunderstood. Going back to the drawing board and sketching out a new policy looks hard especially when it involves listening to what the other party has to say and appreciate our differences, when it involves not only appreciating the differences but accepting them, honoring them and sincerely trying to find a mutual way forward despite the differences. It is hard when it involves pumping funds into economic and literacy development programs in far off countries rather than military research and weapons development but if done so these would be the first few step in the right direction.

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- About Us - Outreach and Training - Beaver Classic™ Cheese Food Science is Fun! Whether your students are Kindergarteners or Seniors, food science is a wonderful way to add excitement to the classroom. Universities and food scientists from across the nation have worked to provide you with experiments and teaching tools to help you illustrate a wide variety of scientific principles using food science. Below are links to some resources we hope will be of value to you as well as information about campus visits. Please note that tours and campus field trips now must be scheduled through the Office of Precollege Programs and not directly with the department. Resources for K-12 Teachers Institute of Food Technologists—Knowledge Center - What is Food Science & Technology? Access Excellence - IFT Experiments in Food Science Series - Food Chemistry Experiments Penn State University - Youth - Food Science for Kids of All Ages! Want to Visit Campus? The Office of Precollege Programs annually hosts K-12 students, teachers and parents for a day at Oregon State University through our Campus Field Trips program intended to encourage and inspire youth to go to college. Groups spend between 2-4 hours at OSU: they may tour campus, eat lunch in a dining hall, visit a cultural center or stop by an athletic facility, and have a presentation and participatory or hands-on activity presented by a faculty member, staff, or students meant to enhance school curriculum as well as expose students to potential majors or careers. Each visit is different based on the ages and interests of the group and provides students a key college-access experience. In order to provide your students with the best possible visit, please register for an OSU Campus Field Trip 4-12 weeks in advance. We prefer groups of 60 maximum so as not to overwhelm the campus community. Larger groups may need special tour accommodations and arrangements will be considered on a case-by-case basis. We will do our best to accommodate your group but cannot guarantee availability or specific activities. Contact Precollege Programs for more information (email@example.com, 541-737-9424)

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With over 200 superior-quality illustrations, Anatomy & Kinesiology Flashcards offer students and professionals a convenient way to learn the configurations and actions of musculoskeletal systems with this iPhone-, iPad-, and iPod Touch-compatible app. With over 200 superior-quality illustrations, Anatomy & Kinesiology Flashcards offer students and professionals a convenient way to learn the configurations and actions of musculoskeletal systems. This iPhone-, iPad-, and iPod Touch-compatible app offers students and professionals a dynamic way of studying and retaining information about these systems. Unlike other anatomy flashcards that offer only anatomical illustrations, Anatomy & Kinesiology Flashcards cover all musculoskeletal structures and movements. The cards are organized into 10 sections: shoulder girdle, shoulder joint, elbow joint complex, wrist and hand joints, neck and atlanto-occipital joints, back-spinal joints, abdominal and respiratory area, pelvic girdle and hip joint, knee joint, and ankle and foot joints. Review cards showing the muscles acting on the structure, joints of the structure, and joint movements provide a solid foundation for working through the various sections. Anatomy & Kinesiology Flashcards include cards featuring key abbreviations, definitions of anatomical directional terminology, classifications of joints, general anatomical movement terms, and planes and axes of rotation for quick reference. The Overview tab in the app includes a section that covers bony landmarks. The Anatomy & Kinesiology Flashcards app provides a convenient study tool for the configurations and actions of musculoskeletal systems. As users encounter each card, they can think about whether they are familiar with the material and then tap the card to reveal the answer. If necessary, users may then use a Custom Deck button to assign the card to a list of follow-up cards to refer back to for additional study. Anatomy & Kinesiology Flashcards are a convenient option for students and professionals looking to review the configurations and actions of the musculoskeletal system. This tested approach offers portability and ease of use, making the flashcards an ideal study tool. Bryan K. Fillmore is a doctoral candidate in physical therapy at Baylor University. He received a bachelor of science degree in exercise science from Brigham Young University and serves as a second lieutenant in the Army Medical Specialist Corps. Fillmore has served as adjunct faculty and student advisor in the exercise and sport science department at Brigham Young. He holds membership in the American Physical Therapy Association and National Strength and Conditioning Association and is a USA Weightlifting-certified sport performance coach. Mark McKenna grew up in the shadows of the Rocky Mountains, having lived in Utah, Idaho, and Wyoming. He received his bachelor of fine arts degree with an emphasis in illustration along with his bachelor of science degree in art education from Brigham Young University–Idaho. Since 2008 Mark has been working as a freelance illustrator, and his appears in numerous publications. He and his growing family reside in Cody, Wyoming, where he teaches art at the local high school. Outside of work, Mark has shifted most of his artistic endeavors to the fine arts, pursuing his passion for wildlife and landscape painting. Lynn Robert Perkes, MS, ATC, received his master of science degree in analysis of human motion and bachelor of science degree in athletic training from Brigham Young University. He is a certified athletic trainer and a professor in the health, recreation, and human sciences department at Brigham Young University–Idaho. He teaches classes in kinesiology and biomechanics and health and fitness appraisal and prescription and serves as a faculty advisor to the university’s student-run wellness center.

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Why Is Literacy Important? Literacy includes speaking, listening, reading, and writing—the essential communication skills students need to succeed, both in school and the world beyond. Students gain confidence as they build competence in communication and critical thinking. Early elementary students engage in speaking, listening, and writing activities to build fundamental reading skills. Upper elementary students use their literacy skills to learn. They solve math problems, conduct science projects, and explore the social sciences. Without fundamental literacy skills, students will struggle throughout their school years. This toolkit provides innovative and research-based activities that will increase student motivation in language-based subjects. Sharing stories aloud, discussing favorite books, writing to pen pals, and acting out stories will engage students in academically enriching literacy activities. Key Elements for Afterschool Literacy Planning Research indicates that afterschool literacy activities benefit students most when staff: - target texts and integrate skills; - identify standards, assess needs, and define goals; - incorporate real-world activities; - consider student choice, grade, age, and skills; - assess student progress; and - provide ongoing staff training. Target Texts, Integrate Skills Create an engaging environment of texts—magazines, picture books, fiction, and non-fiction—that speaks to student interests and culture. The National Reading Panel identifies five early literacy skills: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. A balance of listening, speaking, reading, and writing about rich and intriguing texts will provide students with opportunities to practice these specific skills. Identify Standards, Assess Needs, Define Goals Each state establishes standards for literacy instruction at various grade levels, targeting skills and content to improve academic outcomes. Observing student needs and consulting with school-day teachers will help you understand state standards and identify appropriate learning goals for your student population. To see state standards for English Language Arts, go to http://www.corestandards.org/read-the-standards/. Incorporate Real-World Activities Explore the world beyond the classroom with literacy activities. Engage reluctant readers with directions for cooking, carpentry, or games. Talk and write about their experiences after field trips or during science experiments. Interview community members about themes like work, family traditions, or history, and create books that tell their stories. Afterschool programs can help literacy feel less like a requirement and more connected to ideas and experiences that are useful in real life. Consider Student Choice, Grade, Age, and Skills Ask students about their favorite books and topics, and what interests them and why. Consult with classroom teachers and librarians to identify texts that correspond to grade, age, and skill levels appropriately. Use this research to plan fun and engaging activities that will reinforce school-day curriculum and goals. Assess Student Progress Frequent informal assessment—when staff and students share feedback about progress—will lead to growth in literacy skills. Establish learning goals that address student needs. Use journals, rubrics, displays, performances, and informal notes to frame positive discussions about how students use different learning strategies; how instructors can encourage positive risk-taking; what skills and strengths students are developing; and in which areas they can improve. Afterschool evaluation plans also identify outcomes for formal assessment, requiring periodic data collection and annual reports; they may specify school attendance, student motivation, self-esteem, or behavior improvements without identifying achievement in academic subjects. Nevertheless, research indicates that positive literacy experiences will contribute to improvements in academic outcomes. If improved literacy is a targeted evaluation outcome, recurring formal assessments from the school or district can often provide relevant and informative data for reports. Provide Ongoing Staff Training Afterschool staff bring a wide range of backgrounds, training, and experience. Initial and ongoing training will get your staff on the same page about children's literacy development. Engage a district reading specialist, school-day teacher, or your most qualified staff member to provide training in basic literacy strategies, grade-level development, enrichment activities, and tutoring strategies for struggling readers. Evidence: What Works in Afterschool Literacy in Afterschool Programs: Literature Review (PDF) discusses evidence from studies that identify successful literacy practices and outcomes in afterschool programs. English Language Learners: Literature Review (PDF) discusses evidence from studies that identify promising practices for improving the English literacy of children with other home languages.

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"Constructing Melodic Jazz Improvisation" teaches style, phrasing control, solo development, creative content and not the typical "memorize the scale and pattern" approach. It was designed to meet all of the national standards and frameworks for music education. Students sing, perform on instruments, improvise, compose, read music, listen, analyze, critique, connect music to language, and learn the basic evolution of jazz improvisation. This book is specifically designed for beginning and intermediate level musicians in middle school through high school. All exercises are accessible and appropriate for musicians with basic skill levels, but can be easily adapted to include even the most advanced college level students. The 52-track CD includes 12 play along tracks and 40 example solos that demonstrate the techniques used within the book. The demonstration tracks are played by saxophone, trumpet and trombone. Each example solo is transcribed and included in the book. Ten chapters and hundreds of exercises progressively explore jazz improvisation from creative, melodic and technical perspectives in this 168-page book with a 52-track CD. Highly recommended!

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Parliament passed the Right of Children to Free and Compulsory Education Bill on August 4. Once the President gives assent to the Bill, every child in India between 6-14 years will be entitled to free and compulsory elementary education. Minister for human resource development, Kapil Sibal spoke about the landmark legislation and other issues concerning the country's education policy in an exclusive interview with KG Narendranath and CL Manoj. Excerpts: Without doubt, there is a noble concept behind the Bill. But there are questions about its practicality and also its potential to undermine the state governments' role in education, an item in the concurrent list. It is entirely without reason to doubt so. The (abysmal) standards of elementary education in the country have been a national concern. Now, sixty-two years after independence, we clearly can't wait any longer to take measures to create the critical mass of people at class 12 level, that is, people who are in a position to participate in the civil society in a meaningful way and hence contribute to nation-building. This is all the more relevant for our country as we boasts of our demographic dividend and the intellectual reservoir we are capable of building in a world where knowledge is reckoned increasingly to be the real asset rather than physical properties or resources. The Bill passed by Parliament would in no way interfere with the state government's role in providing elementary education. The Bill provides for giving priority to mother tongue as the medium of providing elementary education. Also, it envisages the setting up of state-level recognition authorities, which are required to ensure that all schools comply with the specified infrastructure standards within three years. These authorities would de-recognize the schools failing in compliance. It will also be incumbent on these state-level authorities to ensure that the teachers are of required quality, that all teachers acquire the necessary knowledge level within five years. The Bill envisages a situation where the local communities can demand a new school as a right on the basis of demographics and other criteria and involve themselves in the management of the school. But where do the resources come from? We are still 'aiming at' earmarking 6% of GDP for education, whereas the funds that are required to meet the Bill's objectives are in fact many multiples of that. Two thirds of the government investment in education is by states and it is important they continue to (increasingly) invest in this sector. If things go well, by the end of the current five-year Plan, investment in education would be about 5.8% of GDP. In contrast, many developed countries invest around 10% in education. This is despite the fact that they have already got the infrastructure in place, whereas we are still grappling with that issue... True. So the gap is really huge. That is why we need the private sector and the tool of public private partnerships. The Bill envisages a situation where the public funds would come in droves to the education sector, of course, with government intervention to ensure that the underprivileged groups too get the benefit thereof. We not only have to reinforce the public schooling system but also have to create the conditions in which the private sector can supplement the efforts to deliver quality education, even to the underprivileged. If our literacy level is still 64.8% (of a one billion-plus people) that is clearly not something to be smug about, although it marks an improvement from 14% (of some 300 million people) at the time of independence. How do you define literacy is also important. Indeed, our threshold level of literacy is very low. This is but one indication of our problems with education. With an aim to remedy the situation, what the Bill would set in place is a broad-gauge; the fuelling of the engine will have to be done by sundry agencies other than the government including private players, NGOs and civil society groups. How does the Bill conform to the principles of expansion, inclusion and excellence which the UPA government said would guide its education-reform measures? We envisage greater involvement of the private sector in higher education and the setting up of 'innovation universities' through the public-private partnership model. Along with sustained government funding, these financing models would augment the pace of expansion. The Bill stipulates, guided by the principle of inclusion, that even private schools should reserve a quarter of the seats to the underprivileged children. We are very clear that without paying heed to 'inclusion,' the nation cannot prosper.

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Common Core, Commonplaces, and Community in Teaching Reading (with Susan B. Neuman), Reading Teacher (2013) Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu... Helping Children Become More Knowledgeable Through Text (with Susan B. Neuman), Reading Teacher (2012) With the adoption of the Common Core State Standards, curriculum resources are shifting from an... More Than Teachable Moments: Enhancing Oral Vocabulary Instruction in Your Classroom (with Susan B. Neuman), Reading Teacher (2012) This article describes both the benefits and the challenges of using 'teachable moments' as a... Effects of a Brief but Intensive Remedial Computer Intervention in a Sub-Sample of Kindergartners with Early Literacy Delays (with Verna A C. Van der Kooy-Hofland • and Adriana G. Bus), Reading and Writing: An Interdisciplinary Journal (2012) Living Letters is an adaptive game designed to promote children's combining of how the proper... A Typology for Observing Children's Engagement with eBooks at Preschool (with Karen Burstein and Byeong-Keun You), Journal of Interactive Online Learning (2012) This research reports a two-phase descriptive study of young children's engagement with ebooks conducted in... Early literacy materials selector, ELMS : a tool for review of early literacy program materials (with Lisa Lenhart and Brandi Noll) (2012) Oral Language and Early Literacy in Preschool: Talking, Reading, and Writing (with Patton O. Tabors and Lisa A. Lenhart) (2009) Designing professional development in literacy : a framework for effective instruction (with Catherine A. Rosemary and Leslie K. Landreth), Catherine A. Rosemary (2007) This highly practical guide is grounded in the authors' experience setting up and running a... Play and literacy in early childhood : research from multiple perspectives (with James F. Christie) (2007) Contributions to Books Every Teacher Learning: Professional Development Design in P–3 Literacy Practice, Handbook of Research-Based Practice in Early Education (2013) Print to pixel: Foundations of an e-book instructional model in early literacy (with Karen Burstein), Technology as a Support for Literacy Achievements for Children at Risk (2013) Four Play Pedagogies and a Promise for Children's Learning (with James Christie), Knowledge development in early childhood : sources of learning and classroom implications (2012) Three decades in: Priming for meta-analysis in play-literacy research (with James F. Christie, Sarah Widman, and Allison Holding), Early Childhood Literacy (2012) ebook as a learning object in an online world (with Jeremy Brueck), Multimedia and literacy development : improving achievement for young learners (2009) Review of "Language and Literacy in Early Childhood Education" edited by Bernard Spodek and Olivia N. Saracho, Journal of Reading Behavior (1994) Play's Potential in Early Literacy Development (with James F. Christie), Encyclopedia on Early Childhood Development (2009) First Principles for Early Grades Reading Programs in Developing Countries (with Dorothy Strickland, Janeen Haase, and Sakil Malik) (2009) The United States Agency for International Development (USAID)-funded Early Grade Reading Assessment (EGRA) program is... The State of State Prekindergarten Standards in 2003 (with Susan B. Neuman, Carol Vukelich, and Douglas Clements) (2003) Currently, an increasing number of states support school readiness programs, recognizing that high quality early... Creating Connections, Building Constructions: Language, Literacy, and Play in Early Childhood (2000) In these politically charged times of early literacy initiatives, position statements, and education reform, talk...

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Hale Woodruff was an African-American artist and one of the first college professors of studio art in Georgia. Woodruff moved to Paris in the 1920’s, where he joined the “Negro Colony” of artists like poet Claude McKay, sculptor Augusta Savage, philosopher Alain Locke and international performer, Josephine Baker. Woodruff returned to the U.S. four years later to teach students at Atlanta University. He taught classes at surrounding Spelman and Morehouse Colleges and brought major exhibits from around the country to the Atlanta University Center. Woodruff’s major inspiration was Mexican painter Diego Rivera, a muralist, whom he met while spending time in Mexico. Woodruff was born in 1900 in Cairo, Illinois. His mother was an impressive artist, inspiring Woodruff to occupy his time with drawing as a child. He furthered his art education at the John Herron Art Institute in Indianapolis and the Fogg Museum at Harvard University. Woodruff and friend Palmer Hayden won the Harmon award from the Harmon Foundation in 1936. The two received national acclaim. Edward Jackson, who was the governor of Indiana and a leading member of the state’s Ku Klux Klan, made a special trip to place the pin on Woodruff for his prestigious honor. The people of Franklin, Indiana (mostly white), held a fundraiser for Woodruff and raised $200 for his studies in Europe. Some of Woodruff’s famous murals were: The Amistad Mutiny, The Negro in California History and the Art of the Negro. His paintings from the Talledega collection are now on display at the State Fair of Texas. The full exhibit, Rising Up: Hale Woodruff’s Murals From Talladega College, will live at the African-American Museum in Dallas until February. The Texas museum is the only independent African-American museum to host this show in the country. Woodruff’s work was first viewed in Texas in 1936 at the “Hall of Negro Life” during the states’ centennial celebration. Hale Woodruff died in September 1980.

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- Products & Services - Digital & Mobile - What We Do Scott Foresman Social Studies meets the way you teach and the way your students learn! From reading & writing, to hands-on activities and technology, we've got the materials you need to help all students succeed. Connecting is all about activating prior knowledge and jumpstarting your students’ journey into social studies. Essential Questions help students see the “big ideas” they’re learning about, and activate prior knowledge. They allow students to engage in an active discussion of what they already know about the topic, but also encourage them to think further. Check out the links below for examples. Scott Foresman Social Studies offers a variety of ways for your students to think critically about key concepts—through reading, hands-on activities, and technology—so they actively experience the world they live in. Providing multiple ways to experience the content allows teachers and students to personalize learning. Check out the links below for examples. Developing true understanding means that students don’t simply memorize facts, dates, and places. It means taking what they’ve learned and transferring that knowledge to new content, situations, ideas, and to their own lives. The goal is to help students become successful learners who will remember not only what they have learned, but how to learn more! Pearson encourages 21st century learning by infusing the core subjects and themes throughout our programs—Life and Career Skills, Learning and Innovation Skills, and Information, Media, and Technology Skills. The ultimate goal—to ensure that every child is prepared for the 21st century with skills like critical thinking, problem solving, creativity, innovation and global competence. With Pearson’s interactive whiteboard-ready resources, students become more active and collaborative classroom learners and teachers are able to deliver memorable lessons, engage all types of learners, and reduce class preparation time. Our fully digital programs and ebooks provide cutting-edge online instruction with a seamless transition from the textbook, allowing students to complete assignments, access videos and activities, and take online tests and remediation. Language-acquisition expert, Dr. Jim Cummins, has worked exclusively with Pearson to embed powerful teaching approaches into Pearson programs, ensuring that English language learners receive the same high quality education as their peers. Dr. Cummins’ expertise in literacy development in multilingual school contexts, as well as the role of technology in promoting language and literacy development, have made Pearson programs the most effective resources for today’s ELLs. Your Pearson sales representative is ready to partner with you to create a customized curriculum and professional development plan to help your struggling students and schools achieve success. Visit Pearson’s Grants and Funding Web site to find useful links to identify possible grants and resources for grant applicants applying for Pearson’s products. At Pearson we continue to focus on your needs and on improving our customers' online experience. We invite you to complete the survey below, and greatly appreciate your input as a valued customer of Pearson. It will only take a minute or two to complete. Your responses are confidential and for research purposes only. Take the survey now!No Thanks Take the Survey

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Column: What is ACCESS? (and really, another test?) By DEBORAH J. MITCHELL, District 518 WORTHINGTON — ACCESS is an acronym for Assessing Comprehension and Communication in English State-to-State for English Language Learners ( ). It is a large-scale test that first and foremost addresses the English language development standards that form the core of the WIDA (World-Class Instructional Design and Assessment) Consortium’s approach to instructing and testing English language learners. Minnesota belongs to the WIDA consortium which sets standards for students whose home language is not English. The WIDA standards incorporate a set of model performance indicators that describe the expectations educators have for ELL students at five different grade level clusters, in five different content areas, and that incorporate each of the domains of language. Grade-level clusters include kindergarten, grades 1-2, grades 3-5, grades 6-8 and grades 9-12. The five content areas include social and instructional language, English language arts, math, science and social studies. The four domains of any language are speaking, listening, reading and writing. The question arises, why must we administer another test. When a district, such as Worthington, receives Title III funds to facilitate students’ English language proficiency, accountability measures must be in place. Federal guidelines require states to define Annual Measurable Achievement Objectives (AMAOs) to measure and report on English Learners (ELs) progress toward and attainment of English proficiency and academic achievement standards. Three specific AMAOs have been established under the law. These AMAO are: 1. The progress made toward achieving English language proficiency. These are measured by the annual increases in the percentage of students making progress in learning English based on the state of Minnesota’s proficiency assessment — that is, the ACCESS test. 2. The attainment of English language proficiency measured by the percentage of students meeting state criteria for English language proficiency as measured by ACCESS. Once students meet the state criteria, they no longer participate in EL programming. 3. Academic achievement and success as measured by the goals or targets for the EL subgroup under Title I assessment, as well as attendance and graduation for ELs. Title I assessments include MCA math and reading. The focus of Title III, a component of the Elementary and Secondary Education Act (ESEA), is to help local education agencies ensure that English learners (ELs) and immigrant students attain English proficiency and meet the same challenging state standards required of all other students. To achieve this goal, districts that receive Title III funds must provide high-quality professional development activities to staff involved in the instruction of ELs, including elementary education, content, English as a Second Language instruction, and Bilingual Education teachers and paraprofessionals. Worthington Public Schools does not presently provide bilingual education. In addition, Title III funds may be used to enhance the language instruction education program already offered by the local education agency. Supplementary activities funded by Title III must be grounded in scientifically based research on teaching EL and immigrant children and youth. These supplementary programs are evidenced by after school teacher led study sessions, enhanced summer programs for English language learners and more. Local education agencies participating in the Title III program are required to notify parents of their student’s participation in Title III programming annually and within 30 days of the beginning of the school year, or within two weeks if the student enters the district during the course of the school year. These notifications are sent annually, usually toward the end of August, to parents whose children receive these services. ACCESS testing will be conducted in Worthington Public Schools in February and March this year. As always, students who are well rested, have a good breakfast and are prepared to do their best will be most successful on these assessments. If you and your family only speak English then your students will not take the ACCESS test. Deborah J. Mitchell is coordinator of student education for District 518.

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ILC Mandate and Origins Credit and non-credit courses Ontario Secondary School Diploma (OSSD) GED Testing for high school equivalency Prior learning assessment advice for mature students (PLAR) The Independent Learning Centre (ILC) has a mandate from the Ontario Ministry of Education to provide: - an alternative source of public education in English and French - complementing the traditional system for students who want or need independent study options - services that are complementary and equivalent to public school boards - delivering credit courses, providing student support and granting OSSD at a distance - technology-enhanced education - using new media to deliver online learning resources and facilitate student support - exclusive GED Testing in Ontario - offering tests leading to nationally recognized high school equivalency certification ILC: 80 Years of Service to Ontario The ILC has been in the forefront of distance education and independent study for over 80 years. Modernization and Multimedia The ILC was transferred on April 1, 2002 from the Ontario Ministry of Education to TVO as part of the government's commitment to enhance lifelong learning through the creation of a distance education network in Ontario. In recent years the ILC has evolved its service offering to include the latest software and internet-based delivery techniques. The ILC.org website now plays an increasing role in students' journeys - in facilitating enrolment, enriching and extending course work with online resources, and as a vehicle for engaging and supporting students. In 2007, the ILC won the Canadian new media Award for Excellence in Education. The ILC is funded by the Ontario Ministry of Education. Located in Toronto, the ILC is managed by TVO, the provincial educational communications authority. The Early Years The ILC was founded in 1926 when the Ontario Department of Education established the Correspondence Courses program to provide elementary education for children living in isolated areas of northern Ontario. In its first year, the program had only 75 students. The same year, the Railway School Car Program began to serve those who lived along the railway lines. The programs had a common objective - to bring education to children in isolated communities. By the 1950s, a complete secondary school program was available through Correspondence Courses. Adults, who were attracted by the flexible nature of the program, enrolled in increasing numbers and have since become the ILC's predominant client group.

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The 2009 National Assessment Program Literacy and Numeracy (NAPLAN) Teaching Strategies make reference to: - The Quality Teaching Framework (QTF) - The Modelled, Guided and Independent teaching cycle - The National Statements of Learning for English (SOL) - Strategies, and activities to support those strategies - Critical aspects of literacy development K—10 continuum 1. Quality Teaching Framework Teachers are using the Quality Teaching model as a way of delivering the curriculum to improve student achievement. Quality Teaching has helped focus teachers attention on HOW they teach as much as on WHAT they teach. Further information can be found at: Quality Teaching Framework 2. Modelled, Guided and Independent Teaching and Learning Cycle This model for explicit teaching is a recursive process which builds students knowledge in quality learning environments. Teachers use literacy teaching strategies to introduce new knowledge, practise new literacy learning, consolidate literacy learning, and transfer and apply literacy learning. The purposes of modelled teaching, guided teaching and independent teaching are to: - meet individual literacy learning needs - move student literacy learning from dependent to independent - support and extend student literacy learning. Modelled teaching is mainly teacher-regulated and involves explicit or direct instruction in new learning, the focus of which is informed by assessment information. Students can say, "I have learned something new." Guided teaching involves supported student practice where students take increasing control of new literacy learning. Students can say, "I will have a go by myself, but I might need some help." Independent teaching involves supporting students to consolidate, transfer and apply new literacy learning. Students can say, "I know how to do it and when, where and why to use it." These descriptions demonstrate how the degree of teacher and student control changes as students move from being dependent learners to independent learners. They have been informed by the previous NSW State Literacy Strategy (1997) and the work of Louden, et al., (2005) In Teachers Hands and Christine Edwards-Groves (2003) On task: focussed literacy learning. Further information can be found at 3. The Statements of Learning for English 'Statements of Learning for English' is not a curriculum in itself. Instead, it contains a series of statements about essential opportunities to learn in this particular domain which education jurisdictions have agreed to implement in their own curriculum documents... 'Statements of Learning for English' contains two critical elements: the Statements themselves and their professional elaborations, which work together as a package, with the Statements also represented in expanded form in the professional elaborations. Page 1 Statements of Learning for English Curriculum Corporation (2005). 4. Strategies and activities to support the strategies The Teaching Strategies documents provide teachers with strategies which will assist students to: - access the knowledge they need using strategies that are explicit, relevant and transferable to new situations - develop their understanding of concepts - transfer the skills they have developed by practising the strategies to new, contextual and varied situations. 5. Critical Aspects of Literacy development K—10 continuum The K—10 Literacy continuum (draft) maps the critical aspects necessary for the development of literacy for students from before school to Year 10. The aspects identified are: - Reading texts - Aspects of writing - Concepts about print - Phonemic awareness - Aspects of speaking - Vocabulary knowledge.

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“Keep their minds and bodies engaged in wonder during the summer months when they are not attending school.” That’s what Julie Olson, director of elementary education for the Rosemount-Apple Valley-Eagan Public Schools recommended last week. She was one of 39 education leaders who responded to my request for suggestions about what parents could do to encourage continued learning during the summer. They described a combination of community, school and family activities that can produce a summer with happy memories and student growth. Stephen Jones, Little Falls superintendent, wrote: “The key to summertime learning for children is being able to consistently carve out a scheduled time for academic purposes. My advice is to “schedule” a specific amount of time for children to read, read and read some more … each and every day. Summer schedules for children are very sporadic; the wisdom to dedicate a consistent reading time will pay dividends for all ages of learners.” Vern Capelle, Upsala’s dean of students, suggested: “Promote summer reading by having kids read books they want to read, at their reading level, to foster interest in reading. Students will continue to develop and improve their reading skills by reading throughout the summer, but it is important that they are reading something they are interested in.” Mary Olson, director of communications and public relations for the Anoka-Hennepin School District, urged: “Get outside! Learn life science lessons by observing the natural world. Whether its studying a colony of ants carrying crumbs to an anthill in the backyard or listening to a loon yodel across a northern lake, children can learn much by observing the natural world, taking note of what they have seen and asking questions of themselves. (I wonder how much weight an ant can carry? I wonder if different loon calls have different meaning?) They can learn more about their observations by visiting a library or finding online resources.” Peter Wieczorek, director of charter Northwest Passage High School in Coon Rapids, agreed. “Learning opportunities are all around. You don’t need to be in school to find great learning opportunities – visit a museum, nature center, parks program, community education, library or a local makers space,” he said. Denise Specht, president of Education Minnesota, the state’s teacher union, said, “For students in elementary and middle school: Read! Students should read books all summer (not too easy, but not too hard). Give children daily opportunities to read (maps, newspapers, even recipes) and give children a chance to read aloud. For students in high school: Read! Also, find opportunities to grow life skills, like meeting deadlines and personal responsibility through part-time jobs, volunteering and service projects.” Gary Amoroso, executive director of Minnesota Association of School Administrators, urged families to consider programs that districts offer. “These activities can include academics as well as arts and crafts. This is a great way for a child to continue the learning process throughout the summer,” he said Finally, Steve Allen, director of the Minnesota Association of Alternative Programs, said. “Summer programs often come in the form of applied learning opportunities that tend to really engage and/or motivate students. I’ve seen students really become encouraged about their learning after a summer of relevant and meaningful activities. Another reason that I encourage students to continue with summer extended time activities is that it continues to reinforce good study habits. Particularly with potentially at-risk students, it is beneficial to keep them in the routine of going to school. Finally, some of the best programs I’ve ever run have been summer credit make-up programs. Students may fail one or two classes along the way. If you can make those credits up during the summer, students don’t get overwhelmed and ‘give up hope.’ If a student gives up hope, we all lose.” Modeling from families is key. That along with helping youngsters set and work toward goals, plus encouraging reading, exploring and talking, are great ways to spend the summer. Joe Nathan, formerly a public school teacher and administrator, directs the Center for School Change. Reactions welcome, [email protected]

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Joaquin Sorolla y Bastida (February 27, 1863 - August 10, 1923) was a Spanish painter, born in Valencia, who excelled in the painting of portraits, landscapes, and monumental works of social and historical themes. His most typical works are characterized by a dexterous representation of the people and landscape under the sunlight of his native land. Joaquin Sorolla was the eldest child born to a tradesman, also named Joaquin, and his wife, Concepcion Bastida. His sister, Concha, was born a year later. In August 1865 both children were orphaned when their parents died, possibly from cholera. They were thereafter cared for by their maternal aunt and uncle. He received his initial art education, at the age of fourteen, in his native town, and then under a succession of teachers including Cayetano Capuz, Salustiano Asenjo. At the age of eighteen he traveled to Madrid, vigorously studying master paintings in the Museo del Prado. After completing his military service, at twenty-two Sorolla obtained a grant which enabled a four year term to study painting in Rome, Italy, where he was welcomed by and found stability in the example of F. Pradilla, the director of the Spanish Academy in Rome. A long sojourn to Paris in 1885 provided his first exposure to modern painting; of special influence were exhibitions of Jules Bastien-Lepage and Adolf von Menzel. Back in Rome he studied with Jose Benlliure, Emilio Sala, and Jose Villegas.

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- Discovery Education -- Contact Ms. Bianco for access code Discovery Education streaming is a digital video-based learning resource from Discovery Education. With streaming video, educators gain on-demand access to 50,000 content-specific segments from 5,000 full-length educational videos. - Kappa Delta Pi: International Honor Society in Education: Teacher Resources KDP-recommended web sites, books, journals, and articles on hot topics in education - Smithsonian Education -- Resources for Educators! Lesson plans, online activities, field trip planning and more. - Discovery Education: Explore the Blue -- Explore the Blue has a variety of K-5 resources designed to inspire students to get outside and become a future conservationist, from standards-aligned cross-curricular lesson plans and streaming video to a U.S. Habitat Map. - International Reading Association: ReadWriteThink -- standards-based lesson plans and reviewed Web resources for K-8 educators and students. - National Geographic Education: Teacher Homepage - Science NetLinks - Resources for Teaching Science - Council of Economic Education: EconEdLink - Economics & Personal Finance Resources for K-12 - Literacy Network - Thinkfinity Literacy Network delivers free, top-quality online educational resources for literacy instruction and lifelong learning for adults and family literacy programs. The content on TLN strengthens literacy development, creativity and critical thinking skills for success in the 21st Century. - The Kennedy Center: Arts Edge: Connect, Create: Educators - Smithsonian's History Explorer - Your gateway to innovative, standards-based online resources for teaching and learning American history, designed and developed by the National Museum of American History. - National Council of Teachers of Mathematics: Illuminations - Resources for Teaching Math - National Endowment for the Humanities: EDSITEment! - Explore lesson plans by subject: Art & Culture, Foreign Language, History & Social Studies, and Literature & Language Arts - Thinkfinity Teacher Resources -- contains more than 55,000 authoritative educational and literacy resources for teachers, students and community programs including standards-based K-12 lesson plans, student materials, interactive tools and web sites. - Wonderopolis: Camp What-A-Wonder: Wonder of the Day - Create. Laugh. Imagine. Explore. Learn. Smile. Grow. Wonderopolis is a place where wonder and learning are nurtured through the power of discovery, creativity and imagination. - The Learning Network: Grades 3-12 (The New York Times) -- This URL connects to the archive of daily lesson plans posted over the past two years at the New York Times Learning Network. - Starfall.com -- a free public service to motivate children to read with phonics. Our systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, homeschool, and English language development (ELD, ELL, ESL). - GlobalSchoolNet.org -- Provides online opportunities for teachers to collaborate, communicate, and celebrate shared learning experiences. - Discovery School -- Free teachers resources from Discovery Education - Scholastic (children's publishing, education and media company) -- lesson plans, online activities, teaching strategies - TeachersFirst -- A collection of lessons and web resources for K-12 classroom teachers, their students, and families. Materials are arranged by subject area and grade level. Other links to explore: - Musicals101.com -- Grades 7 - 12 Widely recognized as an expect on musical theater, Musicals 101.com creator John Kenrick was a producer and manager on Braodway in the 1980s and 1990s. - AASL (American Association of School Librarians) 2011 Conference: Get Reading @ Your Library: Promote Reading without Competition, Extrinsic Rewards or Prizes Teachers and interns contact Ms. Herward to share your favorite lesson plan sites. Created by Linda Herward October 12, 2011 Contact Benoni Outerbridge at email

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Sing, Spell, Read & Write is a phonics-based program that uses a 36-step program of carefully sequenced steps to teach reading, writing, and spelling. Delivering explicit phonics instruction via a multisensory approach, Sing, Spell, Read & Write reaches every avenue to the brain and addresses every student's learning style. The K/Level 1 Combo Kit includes all the materials you need for two full years of instructions: Kindergarten student books, All Aboard and On Track, 6 Kindergarten storybooks, Kindergarten Instructor's Directions, Level 1 student books, Off We Go and Raceway, the Assessment Book, Level 1 Instructor's Manual, 17 Level 1 storybooks, Level 1 CD, as well as 6 Level 1 audiocassettes, the Raceway placemat, the A-Z Phonics Song placemat, A-Z Pick-A-Sound Card Game, A-Z Sound-O Game, Letter Cluster Pick-A-Sound Card Game, Letter Cluster Sound-O Game, Word-O Game, clear bingo chips, dry erase marker, eraser, and a Treasure Chest filled with prizes! The Kindergarten Student Books are also available separately. Looking for other grade levels?

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More New and Used from Private Sellers Many people believe that art education is important, but few can say exactly why. Here, at last, are the results of the first in-depth research on the "habits of mind" that are instilled by studying art habits the authors argue have positive impacts on student learning across the curriculum. Studio Thinking provides art teachers with a research-based language for describing what they intend to teach and what students learn. This language will help advocates explain arts education to policymakers, help art teachers develop and refine their teaching practices, and help educators in other disciplines learn from existing practices in arts education.

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consistent with eligibility for participation in federally funded adult literacy education programs. We considered research on learning and literacy that would be most relevant to those eligible or likely to attend formal literacy instruction in programs of four general types: adult basic education, adult secondary education, English as a second language programs offered in a wide range of settings (e.g., community-based programs, local education agencies, community colleges, workplace, prisons, etc.), and developmental education courses for academically underprepared students in college. Ideally, conclusions and recommendations for adult literacy instruction would be grounded in clear research findings demonstrating the efficacy of the recommended approaches. When rigorous demonstrations of efficacy do not exist, the next best approach would be to recommend both instructional practices consistent with available evidence on adult literacy and rigorous efficacy studies to confirm these recommendations. Findings from research on cognition and learning with the target population would also be most useful. The present situation is more complex. There is a surprising lack of research on the effectiveness of the various instructional practices for adults seeking to improve their literacy skills. The lack of relevant research is especially striking given the long history of both federal funding for adult education programs, albeit stretched thin, and reliance on developmental education courses to remediate college students’ skills. Few studies of adult literacy focus on the development of reading and writing skills. There is also inadequate knowledge about assessment and ongoing monitoring of adult students’ proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Similarly, basic research on adult cognition and learning is constrained for our purposes. It relies on study samples of convenience (college students in introductory psychology courses) or elderly populations, and it does not usually include adults with relatively low education or literacy skills. In addition, it is well known that literacy research has focused mainly on young children first learning to read and decode text. Major research efforts launched by the U.S. Department of Education, the National Institute of Child Health and Human Development, and others on the development of literacy in adolescence and adulthood are too new to have produced numerous peer-reviewed publications. As discussed in Chapter 2, research is emerging with adolescents on topics that we think are important to pursue with the target population given their literacy development needs (e.g., academic or disciplinary literacy and discussion-based approaches). More research is needed with adolescent and adult populations to evaluate the effectiveness of instructional practices and specify learning trajectories and the interaction of factors—cognitive, social, linguistic, economic, neurobiological—that may affect literacy development in subpopulations

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An elementary teaching philosophy statement captures a teacher’s reasons for teaching, what methods he or she plans to use and examples of any teaching experience. The statement needs to be specific to the teacher’s situation. A philosophy statement is usually limited to one or two pages, but it requires some brainstorming before getting started. Here are the topics that are generally expected to be covered in a teaching philosophy statement. Teaching philosophy statement topics - What are your reasons for being a teacher? What motivates you? What do you feel you can accomplish? - What subjects do you teach? This includes specific courses and your objectives for your teaching. Do you teach core subjects or electives? Is there a difference in the methods you use for one type of course versus another? - What teaching strategies do you prefer? What type of assignments do you give? How do you assess student learning? How do you accommodate for different learning levels and different learning styles? - How do you determine if you are meeting your teaching objectives? What feedback have you received from those who have observed your teaching styles? Have you videotaped yourself teaching? If so, what did you learn from it? Even knowing that these are the topics that need to be covered, it is difficult to put together an elementary teaching philosophy statement that is not the same as every other teacher’s philosophy statement. To help you answer these questions, spend some time brainstorming and reviewing your teaching experience. Writing a teaching philosophy Begin your brainstorming by thinking about the end of the term James M. Lang, an associate professor of English at Assumption College, advises teachers to begin brainstorming by imagining the term is over and students are leaving the classroom. What is it you hope they will take away from the time they spent with you? Your teaching statement should express what you hope the students will have learned from you and the strategies you used to accomplish your goals. Tell a story Lang suggests giving an example of how your objectives and teaching strategies have been successful. He says that you should consider your elementary teaching philosophy statement as a creative, non-fiction writing assignment. Grab readers with a story they will remember. Give an example of how you accomplished your goals instead of just reciting them. David Haney, English Department Chairman at Appalachian State University, commented that almost all the philosophy statements he reads begin with something like, “I run a student-centered classroom.” His response: “Duh.” He says do not make that statement unless you follow it up with specific teaching techniques you use. Cite your sources In your statement, explain how you decided on the strategies you use. Did you learn from a mentor? Is it something you read or tried and it worked? Did you take suggestions from others and turn it into your own unique approach? Do not repeat information contained in your resume or curriculum vitae Your CV focuses on what you have done. Your philosophy statement focuses on how you do it. Andrew Green, Ph.D., a counselor at the University of California, Berkeley, says you should “focus not so much on what courses you’ve taught, but on how it is you go about teaching,” Pay attention to requirements and mechanics If the requirements are to submit a one-page elementary education philosophy statement, do not turn in a five-page statement. Use the first person and present tense. Review and proofread meticulously. Hiring committees will frown on typographical errors and run-on sentences. You may want to have a friend review the statement to help you find any errors.Learn More: Click to view related resources. - Gabriela Montell, "Making Your Career: How to Write a Statement of Teaching Philosophy," Chronicle of Higher Education

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Guatemala - Education In the year 2000, the adult illiteracy rate was estimated at 31.3% (males, 23.8%; females, 38.9%). Elementary education is free and compulsory for six years although enforcement is lax in rural areas. In 1997, there were 1,544,709 students in primary schools. In that same year, secondary schools had 384,729 students and approximately 23,000 teachers. The pupil-teacher ratio at the primary level was 39 to 1 in 1999. In the same year, 81% of primary-school-age children were enrolled in school, while 18% of those eligible attended secondary school. Among Guatemala's six universities, the Universidad de San Carlos, in Guatemala City, is the most important center of higher learning. The others include Universidad del Valle de Guatemala, Universidad Francisco Marroquin, Universidad Mariano Galvez, Universidad Rafael Landivar, and Universidad Rural. In 1995, all post-secondary institutions had a combined enrollment of 80,228 students. The education budget accounted for 15.8% of the central government budget in the latter half of the 1990s. As of 1995, public expenditure on education was estimated at 1.7% of GDP.

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- Music Talks supporting the development of speech & language through music - Music Counts supporting numeracy through music - Music Moves supporting social skills through music & movement Musical Bumps teachers visit pre-school settings to lead regular music session or to deliver a range of unique six-week programmes, each supporting a different area of development in the Early Years Foundation Stage. Click the links for full and detailed information; funding for these specialized programmes may be available from local authorities or charitable trusts. Musical Bumps regular and on-going visits for pre-school & daycare settings - Real Music… key musical skills and concepts are learnt and practised - Real Education… activities support all areas of the EYFS - Real Fun… exciting puppets and percussion at every session - Curriculum based on the Kodaly principles of early childhood music education - Separate age-specific session available allowing progression - CPD – an excellent opportunity for setting staff to gain new ideas Musical Bumps teachers are trained by an expert team; they are experienced musicians and Early Years practitioners and receive extensive, ongoing training. All teachers have an enhanced disclosure certificate. “The children get so excited… they ask all week if today is Musical Bumps… their attention is held for the whole session… Thank you so much for all that you do” To arrange a free trial session with a view to regular Musical Bumps visits, please contact Head Office.

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(Written by Madeline Binder) Toy train tables are more than just a platform for play activities. They can also be used as an amazing learning platform. The following activities will enhance a variety of basic skills from fine motor skills to math skills. - Fine Motor Skill Development Fine motor skills can be a challenge for kids to develop, especially if they have physical or mental impairments. Toy train tables provide a platform that mask fine motor skill training activities with fun. Simple activities such as picking up beads or small parts off the table’ top can greatly help to improve fine motor skills and hand-eye coordination. - Math Skills A number of math skills can be developed on the surface of the toy train table. Counting activities, for example, can utilize toy trains, Lego blocks, Lincoln logs and dolls that are placed on the table to help develop basic counting skills. Shape recognition activities can also be done using a toy train table. Here you will place a variety of items on the table and ask your child to point out the circle, square or triangle. - Following Directions One of the most important skills that a child learns when they are a toddler is how to follow directions. You can easily develop following directions activities using what your child normally plays with. For example, you can start out by giving your child single step instructions to follow, such as place the red train on the track. You can then work your way up to multiple step instructions such as place the red train on the track, then push it to the station and finally fill it with passengers. Gradually progress to more complicated instructions and keep things fun. - Creative Play While focusing on the development of concrete skills is important, it is also important to develop your child’s imagination. This development will allow your child to more easily acquire more abstract thought processes in the future. Creative play includes making up stories that can be acted out on the toy train table top and even designing inserts that will enhance the look of the toy train table. A fun activity is to have your child come up with a play that they can write out if they are able to, or you can write down for them. They will then act out the play on the toy train table for the family, their classmates or their friends. About the author: Focusing on family life is a passion of Madeline Binder. Her writing engages her readers to find ways to learn as a family. She designed train table plans for her grandson over 11 years ago and it is now being used by a day care for toddlers and preschool kids.

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- Products & Services - Digital & Mobile - What We Do Actively engage students inside and outside the classroom with innovative technology, media, activities, and unprecedented support for art learners. Integrated learning and assessment allows art students to develop a deeper understanding of the content and assists teachers in continually assessing progress. Give students opportunities to demonstrate what they’ve learned using state-of-art online resources, media, activities, and more.. Pearson Art education programs help today’s teachers provide K-8 grade students with quality content and age-appropriate experiences through innovative print, audio, and digital resources. Pearson's High School, Honors, Electives, & AP* Art programs provide students with the skills they need to succeed. From Art History, Art Appreciation, and Art Principles, to Art Resources, Drawing, and 2-D 3-D Design Here you can learn about the innovative teaching tools that are part of Scott Foresman Art. Scott Foresman was created by a nationally recognized team of experts in the field of art education. Each bring their personal area of expertise to the program. Your opinion is important! Do you want more or less ability to customize your Pearson instructional materials; and, should they be more or less digital?

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Making the Grades What is a popular after school activity Harlem children want to participate in? Basketball? Video games? Watching movies? While they may all be possibilities, 'Music of the Heart' proclaims that violin lessons are a desirable choice, thanks to a program started by Roberta Guaspari. This true story shows how Guaspari (played by Meryl Streep), a single mother turned music teacher, manages to convince inner-city children and their parents that playing a violin is an educational priority. Within ten years the program is in such demand a lottery system has to be used to reduce the number of applicants to fill the fifty available places. Despite this incredible success, the school board decides to cut funding for her class, leaving Roberta with two choices - give up or find financial support privately. But Guaspari is a fighter. We have already watched her cope with a move to the big city after her husband left her for someone else. Managing to create a job for herself, even though her only skill was teaching violin, she's withstood other teachers and administrators rebuffing her course. Guaspari turns to some powerful people, including prestigious violinists, who want to see her program survive. With their help and some media attention, she organizes a grand concert called Fiddlefest. With so much exciting 'teacher against the system' material, this ought to be a heartwarming movie about the importance of music education in our public schools, and working hard to reach our goals. However the writers choose to dwell on Guaspari's personal life, so we get to visit her bedroom and witness a mildly sensuous scene when she pursues a sexual relationship with an old friend while she is still married. Although there is no doubt that Guaspari loves music, she is portrayed as anything but a "fun" teacher in the classroom. Her almost heartless temperament ("If you play like that, you'll make your parents sick!"), leaves me amazed that these children would rather be fiddling after school than shooting hoops. The real truth is her popular program is still changing lives today. Discussion Ideas After The Movie Teaching ideas and topics to discuss about Music Of The Heart. How does Guaspari’s attitude toward what she’s teaching help her to gain the appreciation and respect of her students? Can our attitudes help us to excel in difficult tasks?

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It was something of a sensation when around 300 drawings by Andy Warhol (1928-1987) from his earliest years were found quite by chance. The drawings had been registered in Warhols posthumous estate and archived in 1990, but since then they had lain untouched. When the Germany gallery owner Daniel Blau happened to be granted access to the drawings and noted that this was an exceptional collection of fine works by one of the greatest artists of the 20th century the basis was laid for the present exhibition, Andy Warhol. Early Drawings. This is the first time the drawings have been shown at a museum. The exhibition is being shown for seven weeks in the period 8 January - 21 February 2013. Many of the drawings, which are from the 1950s, are sketch-like in character with subjects that the artist, with his keen eye, selected and traced from newspapers and magazines, and transformed with his simple lines into pictures. It is obvious that Warhol drew inspiration from the world of which he was himself a part in his early youth, when he worked as a draughtsman and illustrator in the advertising and fashion industry and frequented various milieux in the city of New York. Films, photographs, fashion magazines and the pictorial universe of the newspapers were the models for the subjects he turned into images that even then were unmistakably Warholean in their expression and sowed the seeds of Pop Art in the next decade. Warhol was born in Pittsburgh and studied art at the Carnegie Institute in the 1940s before he moved to New York in 1949. At the time art education was influenced by teachers who came from Europe, and this is one of the reasons why many of Warhols early drawings were particularly reminiscent of the known works of German and Austrian artists such as Grosz, Dix, Schiele and Klimt. Even older sources of inspiration such as woodcuts from the 17th and 18th centuries also seem to have influenced his choice of subjects. It is mainly the human figure, the type, that fascinates Warhol innocent children in staged postures, gay men and macho men with an attitude, young girls with dreaming expressions, film divas and bourgeois ladies and men in spectacles with introspective gazes. Subjects that Warhol captures in a simple, sometimes almost minimalist style. These are drawings that reflect the sensibility and empathy of a young, talented artist long before fame took hold of him, and the Warhol myth was created and took over. The exhibition is being shown in the West Wing of the Louisiana Museum of Modern Art

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Mathematics and Science for Teaching - Challenge yourself with interesting and difficult problems - Develop your intellectual and creative capacities - Prepare to make a difference by teaching high-need subject areas - Faculty committed to modeling excellent teaching - Engaging, interactive curriculum that encourages curiosity and collaboration - Majors designed for future elementary school math and science teachers and human service professionals Wheelock offers three* innovative Mathematics and Science majors specifically designed to give you the specialized skills needed to effectively teach mathematics and/or science subjects to elementary school students. All of our Mathematics and Science majors feature an inquiry-based approach that will improve your capacity to solve problems, to justify your reasoning, and to com-municate that reasoning to others. You will have opportunities for field trips, internships, leadership, research, and community service that enhance the classroom experience. You may choose from several focus areas. - B.A in Mathematics for Teaching helps prospective teachers develop a profound understanding of fundamental mathematics ideas vital to teaching elementary school mathematics. - B.A. in Science for Teaching helps prospective teachers develop deep knowledge of key concepts of life and physical sciences and scientific inquiry needed to teach elementary school science. - B.A in Mathematics/Science for Teaching gives prospective teachers an interdisciplinary program balanced between mathematics and science concepts vital to teaching elementary school math and/or science. Overview of Programs For prospective teachers: The Mathematics for Teaching, Science for Teaching, and Mathematics/Science for Teaching majors are designed to be taken in conjunction with an Elementary Education, Special Education, or Early Childhood Education major. * The B.A. in Environmental Studies is a fourth option for those wishing to pursue a professional degree in teaching; it can also be a standalone major. - Algebra and Number Theory - Animal Behavior - History of Mathematics - Human Physiology - Natural Disasters - Physics of Sports - Probability and Statistics Skills You'll Learn - Confident and creative problem solving - Constructing sound mathematical and scientific arguments - Applying math and science to everyday life - Integrating cutting-edge technologies - Speaking and writing about math and science - Elementary teacher - Early childhood educator - Teacher leader This major prepares you to study mathematics education or science education at the graduate level.

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Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school. Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral. Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read. Los Angeles Tutors Known as L.A. and “The City of Angels,” Los Angeles, CA is the largest city in California and the second largest in the United States. Home of the Hollywood Bowl, Dodger Stadium, and Kodak Theatre, one might not think of their schools. However, Los Angeles is home of some of the most coveted schools in America. L.A. boasts 162 Magnet Public Schools to compete with the private school sector. There are over 20 public and private colleges in Los Angeles. These residents take their education very seriously and so do we! As a city with students of all ages, we have cultivated an elite group of tutors to help students with any subject necessary. Our highly customized service means that you determine exactly who your tutor will be, where the tutoring will take place, and for how long. Our reputation as a premium service is evident in the multitude of testimonials and referrals we have received from parents, students, and schools throughout the Los Angeles area. View Some Of Our Phonics Tutor Profiles Our Tutoring Service We offer our clients only the very best selection of tutors. When you request a tutor for a certain subject, you get what you ask for. Our tutors are expertly matched to your individual needs based on the criteria you provide to us. We will provide you with the degrees, credentials, and certifications that each selected tutor holds. Equally important is the peace of mind we offer you knowing that each of our tutors has been cleared by a nation-wide criminal background check, a sexual predator check, and social security verification. We want you to have the same confidence in our tutors as we do.

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Pre-K & After School FasTracKids® – Is your child prepared to succeed in our ever-changing world? FasTracKids teaches preschool and early elementary school-aged children 3 – 8 years old to use creativity, communication, confidence, critical thinking and collaboration skills through fun, interactive activities. Using the FasTrack Learning Station®, children explore 12 subjects ranging from traditional topics such as biology, astronomy, and art as well as subjects not usually covered in early learning like economics, technology, and goals & life lessons. A 96 week program held once a week for two hours gives your child the necessary skills to succeed in school and in life. A modular curriculum allows for enrollment of a student at any time. FasTrack® Music (4 – 6 years old) – Beethoven and Bach didn’t get these lessons as children! The advanced program for 4 – 6 year olds is based on the same concepts as the 2 – 4 year old program, but the curriculum is focused on preparing children for formal music lessons while still having a fun, positive experience. Children are introduced to composers, songs and musical styles such as classical and jazz while learning notation, new instruments and music vocabulary. Children are also introduced to the keyboard and learn basic keyboarding techniques. The advanced program can act as a precursor for formal music lessons if the child is interested. These lessons provide a solid foundation for music education and a lifelong appreciation of music and movement. FasTrack® Discoverers – Children are naturally curious, so why not let them discover something new? Similar to FasTrack® Explorers, FasTrack Discoverers is a multi-day program that utilizes other FasTracKids programs in a subject-based curriculum. Using the FasTracKids®signature program along with developmentally appropriate activities, children 3 – 5 years old can improve their communication and language skills. Children are also introduced to activities that improve literacy, phonics, math and music knowledge while having fun. This program runs three hours a day, up to 5 days a week for 44 weeks. FasTrack® Camps – Having trouble finding a camp that is constructive, engaging and fun? FasTracKids® has a day camp that fills all of those needs. For three hours a day, camps can be offered as a one week or one day program to provide the flexibility in length and curriculum. This is a fun, simple option for children that are on holiday break or out of school for a substantial amount of time. Schedule and age groups vary according to the center. FasTrack® English – Can we talk? FasTracKids newest addition is an early education program that teaches English as a Second or Foreign Language (ESL or EFL) to children beginning at the age of 3. By combining a communicative language approach (vocabulary and conversation exercises) and an interactive approach (opportunities in lessons for both speaking and listening), kids can start to build a basic understanding of English. A revolutionary and unique teaching method titled PIER℠ (Positive Innovative English Reinforcement) allows children to learn in a stress-free environment. FasTrack English prepares children for standard English exams through games, songs and activities.

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Studying Language Helps Learning | ULM Forum 3-4-11 15:00 minutes (20.6 MB) Download Research has proven how music education can improve test scores. Another group of studies is now showing the benefits of foreign language education, but on more than just standardized testing. Dr. Fandal discussed the evolution of languages with the French Honor Society, and the French and Spanish clubs at West Monroe High School. ULM students were also represented through Phi Tau Gamma, the Foreign Language Club; Sigma Delta Pi, the Spanish Honor Society; and Pi Delta Phi, the French Honor Society. The students met in the high school library for Fandal's presentation, which covered the changes that took place as Latin spread through Europe resulting in new languages like French and Portuguese. The presentation was followed by a buffet of foods from several cultures and a language competition. Under the supervision of ULM students, West Monroe students used their background in French and Spanish to determine the meanings of Italian and Portuguese words that were unfamiliar to them. All the students who participated received prizes from the American Council on the Teaching of Foreign Languages.

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Metropolitan Museum of Art One of New York City’s most popular museums, the Metropolitan Museum of Art welcomes over 5 million visitors a year. With over two million objects under its roof, the Met is one of the largest and most eclectic cultural institutions on earth. About the Metropolitan Museum of Art NYC: The Metropolitan Museum of Art was founded on April 13, 1870, “to be located in the City of New York, for the purpose of establishing and maintaining in said city a Museum and library of art, of encouraging and developing the study of the fine arts, and the application of arts to manufacture and practical life, of advancing the general knowledge of kindred subjects, and, to that end, of furnishing popular instruction.” This statement of purpose has guided the Museum for more than a century. The Trustees of The Metropolitan Museum of Art have reaffirmed the statement of purpose and supplemented it with the following statement of mission: The mission of The Metropolitan Museum of Art is to collect, preserve, study, exhibit, and stimulate appreciation for and advance knowledge of works of art that collectively represent the broadest spectrum of human achievement at the highest level of quality, all in the service of the public and in accordance with the highest professional standards. The Metropolitan Museum of Art’s earliest roots date back to 1866 in Paris, France, when a group of Americans agreed to create a “national institution and gallery of art” to bring art and art education to the American people. The lawyer John Jay, who proposed the idea, swiftly moved forward with the project upon his return to the United States from France. Under Jay’s presidency, the Union League Club in New York rallied civic leaders, businessmen, artists, art collectors, and philanthropists to the cause. On April 13, 1870, The Metropolitan Museum of Art NYC was incorporated, opening to the public in the Dodworth Building at 681 Fifth Avenue. On November 20th of that same year, the Museum acquired its first object, a Roman sarcophagus. 1871, 174 European paintings, including works by Anthony van Dyck, Nicolas Poussin, and Giovanni Battista Tiepolo, entered the collection. On March 30, 1880, after a brief move to the Douglas Mansion at 128 West 14th Street, the Museum opened to the public at its current site on Fifth Avenue and 82nd Street. The architects Calvert Vaux and Jacob Wrey Mould designed the initial Ruskinian Gothic structure, the west facade of which is still visible in the Robert Lehman Wing. The building has since expanded greatly, and the various additions—built as early as 1888—now completely surround the original structure. - 1000 Fifth Avenue, New York, NY 10028

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Born, 1800; died, 29th August 1847. This was one of those artists who joined the Scottish Academy in 1830. He was a native of Dundee, and received the rudiments of his art education under Andrew Wilson, at the Trustees' Academy. He began his art career by painting local landscape subjects and sea-pieces, in which he evinced great talent, but soon took to the more lucrative branch of portrait-painting. In 1830 he exhibited at the Royal Academy in London a Shooting-Party, consisting of a group of portraits. His success in this line enabled him to visit Italy five years afterwards, where he spent three years. As a result he exhibited at the Royal Academy a Camaldolese Monk showing the Relics of his Convent; and Cimabue and Giotto, which was purchased by Sir Robert Peel for 150 guineas. He remained in London till his death at Chelsea, exhibiting numerous historical and genre subjects at the Academy and the British Institution. Among his more important works are, Columbus at the Door of the Convent of La Rabida, the Temptation of St Anthony, Baronial Retainers, and Salvator Rosa's first Cartoon on the wall of the Certosa. The Scottish National Gallery contains seven of his works, among which his landscapes show perhaps more promise in that department of art than he afterwards fulfilled as a painter of history. His pictures, although highly finished, well drawn, and good in colour, are at times deficient in strength. Wilkie held his earlier works in high esteem, and probably, had he been spared to enjoy a longer life, might have fulfilled the anticipations of that artist. brothers also practised art with considerable success. David, who died on the 29th March 1874, held a good position as a Scottish landscape-painter; and George, a portrait-painter, who died in 1862.

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As a young black girl growing up in the South during the 1950s, Evelyn Coleman knew first hand the ugliness that racism brings. Though the story told in Circle of Fire is fictional, it based on real life situations at the time. Because of Colemans own racial struggles throughout her life, she felt honored to write about the topic and wanted to make sure her message got out to the youth of today. "I hope you will remember that hate is always dangerous. And that it is important to speak out when you see something wrong" Coleman states in her message to readers (149). Coleman cannot stand the idea of racism and makes it clear throughout the story, and so does Mendy Thompson, the main character in Circle of Fire. Mendy is a young black girl living in the backwoods of Tennessee. With many of her siblings gone away for the summer because of work, she finds it tough to relate to anyone. This leads to Mendy's finding a secret spot deep in the woods that she calls her own. Only two other creatures on the planet know of Mendys secret location: Mr. Hare, her pet rabbit who she recently set free in the woods, and Jeffrey Whitehall, a white boy from the next farm over, who is Mendys best friend. In the story, Mendy and Jeffrey have not been able to play as much as they were able to in the past. Both Mendys and Jeffreys parents say that the two can no longer hang out, and that if they are caught with one another, both Mendy and Jeffrey will be in serious trouble. Mendy does not understand, nor does she like these new "rules," but she obeys. One day while Mendy visits Mr. Hare, she notices that someone else has been to her secret hideaway. The trespasser left behind some trash, and Mendy hopes that this is the first and last time this trespasser decides to visit. A couple of visits later, however, Mendy discovers the trespasser had returned, but this time he was not alone. Evidence of more than one person is prevalent as trash litters the area. Not pleased, Mendy decides to use the trapping skills her father taught her to scare these trespassers away. What she finds because of her traps frightens her beyond what she could imagine. Mendy realizes that these trespassers are hate-filled people, and she decides to use the clues they left behind to catch them and teach them a lesson. She keeps the secret from her mother and father as well as from Aunt Sis, an elderly black woman who survived slavery and is a friend of Mendy's mother. Mendy tells only Jeffrey about what has been going on in their secret place and asks for his help in figuring out who these people could be. Jeffrey initially declines to help because he knows it is too dangerous for them to be seen together. Mendy investigates and finds some rather shocking news. What does she find out? Who are the trespassers? What will become of her and Jeffrey's friendship? Read Circle of Fire and these questions and more will be answered. I was impressed by how entertaining this book was. I am an elementary education major, so I felt it would be a good idea to look at what students might be reading. I also chose this story because I was not a member of the intended audience. I am a twenty-one year old male reading a story intended for younger girls, around the age of 12. I wanted to see if Colemans story could appeal to those outside her intended audience, and it did. The way Coleman narrates Mendy's story is entertaining for any age. The manner in which Coleman describes the landscape, the people, as well as the events occurring around the characters paints a wonderful and complete mental picture for the reader. More importantly, Coleman uses racism as the foundation for the story and directly expresses her views on how destructive and wrong racism is. By doing so, she allows readers to see, as well as feel, the power and negativity that racism brings to the lives of both the victims and the perpetrators. Though the events of racism in the story may not be as harsh as they were in real life during the 1950s, Coleman shows readers some of the consequences of racism. An additional section in the back of the book gives historical facts about racism. It explains every-day life for blacks and whites in the South at the time and does so in such a manner that younger readers can understand. This section also talks about those who fought for civil rights, both white and black Americans, such as Eleanor Roosevelt, Rosa Parks, and Dr. Martin Luther King, Jr. This shows readers that in the past people spoke up for what was right and should continue to do so today because racism still exists.

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A course covering the essentials of How Music Works and The History of Music, appropriate for a two-semester (1 credit) study. Self-contained on four disks, minimal internet connection useful but not a necessity. Complete with over 100 musical examples illustrating every principle discussed. All examples directly linked to each discussion for ease of access. Includes interactive study-quizzes for each unit, along with four major exams with printable answer sheets and answer keys, and a link to an online score calculator. Help and support with all aspects of the course permanently available. How Music Works - Properties of Sound - Musical Form The History of Music - The Middle Ages - The Renaissance - The Baroque Era - The Classical Era - The Romantic Era - Musical “Impressionism” - “Modern” Music Hello, and welcome to Music Appreciation for Home-Schoolers! I have designed this course specifically with the home-school student in mind, but anyone who loves music and wants to know a little more about it will benefit. I hope you’ll take a few minutes and read through the paragraphs below to see what it’s all about! This course is the result of 36 years’ experience teaching music at all levels from middle school through university, and hundreds of hours spent developing the materials contained in it. It is suitable for students from middle school age to adults. Even though a lot of material is covered, each new concept presented is done so in a simple, easy-to-understand manner, using lots of visual aids and musical examples. The course is presented in two sections: How Music Works and The History of Music. This approach presents the material an educated person in today’s world needs to know in order to fully enjoy the musical experiences open to him or her. The student will be exposed to the major musical eras in our Western heritage, and representative masterworks from each era. The material is appropriate for a two-semester (1 credit) course at either the high-school or middle-school level. A Little Bit About the Compiler of Music Appreciation for Home-Schoolers: Everett Johnson, Jr. is a professional music educator with undergraduate and Master’s degrees in Music Education from the Troy State University School of Music. He has been teaching for 36 years and has taught many different courses in music, but specifically Music Appreciation at the middle school, high school, community college, and university levels. Most importantly, however, he is a home-school Dad who believes very strongly in the benefits of home-education. His daughter, after attending Christian schools for several years, was home-schooled starting in the Fourth Grade. It was a decision he and his wife have never regretted. Noticing that there was a definite lack of comprehensive materials for teaching the basics of music and music history to home-schoolers, he decided to create this course to meet that need. He is not a web-designer (as should be obvious!), nor an internet expert, marketer, or salesman…..just a Dad and a music teacher wanting to be of service to other home-school families, and to support his family in doing so. This course is being offered for $40.00 complete. Compared to other music courses and considering the amount of material included, this seems a reasonable price, and hopefully within the means of most families. I hope you will consider purchasing it. We are happy to accept checks, money orders, or you may purchase using PayPal by clicking the “Buy Now” button below. If you use PayPal, please also send me an email stating this, and specifying if you will be using a PC or Mac for the course. To order, or if you have any questions about the course, please email us at home.school.music.course @gmail.com and we will quickly get back to you. Thank you so much!!!

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Leckie Math Program Promotes Conceptual Learning Dorothy Rowley | 1/30/2013, 11:51 a.m. Jermall Wright believes that in order for students to develop a conceptual understanding of math, they need a better grasp of the fundamentals that include addition, subtraction, multiplication and division. However, school officials like Wright, the principal at M.V. Leckie Elementary School in Southwest have discovered the reason many students struggle with math is because there are too many procedures involved. "One of the reasons kids are struggling with math is because we tried to teach too many concepts and skills at each grade level, and they have walked away without a deep understanding of foundational skills," Wright said. "We've been teaching a whole bunch of stuff that the kids [don't necessarily understand]. The standards have now been [condensed], which means that each grade level concentrates on concepts to build upon their knowledge, so that when they get to the next grade they can connect what they've previously learned." Wright's comments refer to a new partnership District public schools have with Hyundai Motor America and the MIND Research Institute (MRI), a nonprofit based in Irvine, Calif., that helps students across the country increase their math aptitude. The cutting-edge digital program provides research-proven tools for teaching and learning math through non-language based, visual instructional software. As a result, Leckie has opened an "ST (Spatial and Temporal) Math Lab," where students have access to a blended learning math program. "ST Math is a game that features 'Jiji the Penguin,' and what makes it unique is that it's all concept- based," Wright said. "Kids directly apply what they're learning in a game approach which gives them a visual and a conceptual way of working with math standards." Overall, the innovative program, which has been launched locally as the DC Math Initiative, is offered at 30 other low-performing District elementary schools. During presentations on Jan. 22, Hearst Elementary School in Northwest was also celebrated along with Leckie as new participants in the program, which also aims to put students on track to become the next generation of highly-skilled workers. The copyrighted ST Math programs were created by MRI, and are credited with changing the way math is learned. The programs reach more than 475,000 students in hundreds of schools in 26 states. During the Leckie presentation, Hyundai awarded a $46,000 grant to help cover costs of students in 3rd through 5th-grades. Abby Daniels, MRI director of Brand Management, said another feature of the innovative software program entails the absence of language or symbols. She said that makes participation easy for both English-speaking and non-English-speaking students, as well as students with learning disabilities. "It's been incredibly successful with schools across the country, and we launched the partnership with D.C. public schools this school year," said Daniels. She added that MRI's ongoing partnerships with corporations, schools and philanthropic and community organizations continue to impact ST Math's success. "The program supplements the traditional math program," Daniels said, "with the kids going to the lab during the school day - or for about 90 minutes a week." She further explained that in using the game software, the goal is to solve a puzzle by getting the penguin to cross the screen. "Basically, Hyundai has paid for the program to be licensed, implemented and to be expanded next year at Leckie," Wright said. "At that time, it will involve kindergarten through second-graders . . . it's individually based and it's a great program."

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Note: This message is displayed if (1) your browser is not standards-compliant or (2) you have you disabled CSS. Read our Policies for more information. The Deaf Mentor program connects a Deaf or Hard of Hearing adult to a family with a Deaf or Hard of Hearing Child. What do the Deaf Mentor do? - Meets with the family regularly in home or informal setting using the Ski-HI Deaf Mentor Curriculum as a guide to plan home visits. - Teaches parents/family members American Sign Language (ASL). - Shares life experiences as a deaf person. - Introduces parents/families to the Deaf community. - Acquaints family with Deaf community identity and its resources. - Supports and enhances the child’s learning of ASL and English which promotes early language acquisition and learning. - Focus on five areas in their home visits: Language/communication, Making the Child's home barrier-free, Deaf Culture, Literacy and Building better community. What will Parents/Families get from a Deaf Mentor? - Exposure to and learning to American Sign Language as well as learn about the development of communication skills (both auditory and visual). - Learn how to connect ASL with their child’s language and literacy development. - Access to a NATIVE American Sign Language user in order to learn how to communicate with their Deaf or Hard of Hearing child. For more information about the Deaf Mentor program, call 317-493-0515 or email to email@example.com.

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I first saw Arthur Benjamin on British TV, about 25 years ago, when he appeared on the Paul Daniels magic show, instantly squaring large numbers in his head. His very engaging personality, and his undoubted arithmetical genius, immediately won the hearts of the audience, including mine. But what of this book, co-authored with Michael Schermer? The 230 pages, and eight chapters, cover the themes of mental addition, subtraction, multiplication and division, and the very useful art of ‘guesstimation’. There is also a chapter on techniques for memorising numbers, starting with mnemonics for recalling the value of π to varying degrees of accuracy. For example, one method of simple addition would be: 67 +28 = 87 +8 = 95, which relies on the associative property for (N, +). And the ‘trick’ for squaring numbers is shown to depend upon the algebraic result x2 – y2 = (x + y)(x – y), as follows: 1932 = (193 + 7) x (193 – 7) + 72 = (200 x 186) + 72 = 37 200 + 72 = 37 249. In fact, the most appealing aspect of the book is that the so-called ‘magic’ nature of such methods is demystified by clear explanations that invoke the use of the algebraic properties of the natural numbers, and even modular arithmetic (for the analysis of divisibility tests). Speaking of divisibility, most people know that a number is a multiple of 3 if its digital root is 3, 6 or 9. But there are lesser -known short-cuts to ascertain divisibility by other numbers, such as 11 or 7; here is the rule to determine whether 11 is a factor of a particular number: A number is divisible by 11 if you arrive at 0 or a multiple of 11 when you alternately add and subtract the digits of that number For example, 8,492 is divisible by 11, because 8 – 4 + 9 – 2 = 11. Voilà! Take a bow on national television! Of course, ‘mental math’ usually refers to mental arithmetic, and the contents of the book conform to this limited connotation. However, there is scope to include geometrical ideas and exercises on spatial thinking, and there is also room for the inclusion of verbally given problems of a logical nature. In fact, I think it was Michael Atiyah who said that, when he was working on a problem, his method for doing so, was to wander from room to room, or stroll round the garden, mulling over various possibilities until he was ready to put pen to paper. But Atiyah’s mind would have been engaged upon a particular aspect of topological K-theory, rather than squaring numbers in his head. The truth is, of course, that all mathematics is ‘mental’, and some people rarely resort to pencil and paper methods. One such person of my acquaintance was a stevedore, whom I met on when I worked on the Liverpool docks. He could mentally solve most of the problems on ‘Permutations and Combinations’, in Durrell’s Advanced Algebra. Equipped only with the most basic level of elementary education, he had informally acquired this expertise by means of his pre-occupation with gambling (cards, dice games, horse racing and so on). Interestingly, many children also develop their own methods, and keep them hidden from disapproving teachers, and there are various research findings that reveal the extent and variety of such phenomena. Amongst many such instances, I remember an 8-year old girl, whose teacher found to be problematic in many ways. Amongst other ‘tricks’, this 8-year old had devised the following method for halving any natural number, which she carried out a lightning speed: 5678 → 2½ 3 3½ 4 → 2839 But, for some time now, many of the techniques explained in this book have been included in the sections on mental mathematics in the various primary mathematics curricula; and this book illustrates such processes in a most entertaining manner. As such, I would seriously recommend it for use in the training of mathematics teachers, to equip them with alternative approaches to the teaching of arithmetic, and hopefully encourage children to recognise mathematic as a creative activity. Peter Ruane, although having taught mathematics at all levels, from kindergarten to undergraduate mathematics, has comparatively moderate ability with respect to mental arithmetic.

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Classical MPR in the Classroom: Teaching composition August 14, 2013 ST. PAUL, Minn. — 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. How does one teach composition — something that came so naturally to young talents such Mozart and Beethoven — to a large class of elementary students? Composition video, Anoka teacher Chris Martino works with a fifth-grade class to demonstrate different strategies for creating a musical composition. Mr. Martino applies a lexicon to patterns that we hear in music all the time, showing how these patterns can be broken down and combined in order to compose a piece of music. Each of these note patterns are defined as strategies, and throughout the lesson the students work to identify them through what Mr. Martino calls "modalities" — different ways of experiencing music. Students discover strategies through listening, singing, improvising and more, eventually using these patterns to create their own compositions. This video addresses benchmarks in Music Education Standards that cover composition, improvisation, knowledge of the elements of music, singing, playing instruments, reading, and notating music. Classical MPR thanks The Sunup Foundation for generous support of this music education initiative.

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Elementary School Teacher Education Requirements Elementary school teachers must have some formal education. Learn about the degree, training and licensure requirements to see if this is the right career for you. In order to teach elementary school, prospective teachers must complete a bachelor's degree program in education. Most colleges and universities offer these programs, which typically include courses in common school subjects and opportunities for students to gain supervised experience under a licensed teacher. Those who plan to teach in public elementary schools need to earn teacher licensure or certification. |Other Requirements||Student-teaching internship| |Licensure or Certification||Required for public school teachers| |Projected Job Growth (2012 - 2022)*||12%| |Mean Salary (2013)*||$56,320 annually| Source: *U.S. Bureau of Labor Statistics. Pre-Major Educational Requirements for Elementary School Teachers To be accepted as an education major, students must complete the program's prerequisites. For example, some programs may require students to complete classes on human development and childhood education. Topics may range from child psychology to fostering relationships. Students may also be required take lab courses in which they analyze different methods of education and relationship building. Students may need to complete an interview before being accepted into a teacher education program. Because elementary school teachers typically teach all subjects to children, they may be required to take pre-major courses in a range of topics such as children's literature, language arts and elementary mathematics. Programs may also require students to take supplemental classes in art and music. Major Education Requirements Once accepted into an elementary teaching degree program, students begin taking advanced curriculum courses in math, science and social studies. These courses delve more deeply into teaching concepts in algebra, biology and history. Additionally, aspiring elementary teachers are required to complete professional courses in classroom management and teaching methods that prepare them to motivate children and implement an interactive curriculum. Elementary teaching programs also train graduates to assess student performance and utilize technology in the curriculum. These programs may offer insights into conducting meetings with parents and using tools such as computers to teach children basic academic skills. Some schools may offer programs designed to prepare students for obtaining teaching licensure while earning the degree. Student Teaching Positions Students in an education program are generally assigned internships. Internships require students to log a minimum number of hours earning hands-on experience. These opportunities allow aspiring teachers to gain experience with planning lessons and managing a class. Once the internship is complete, students may be required to show proficiency in teacher standards of performance set by their respective state. The U.S. Bureau of Labor Statistics (BLS) stated that elementary school teaching jobs were predicted to grow 12% from 2012-2022, which was average. Opportunities should be better in the South and West, as well as in urban and rural areas across the country. Elementary school teachers earned mean wages of $56,320 per year as of May 2013. Related to Elementary Teaching - Recently Updated Elementary school teachers mentor children at crucial points in their lives. These educators may teach children in grades 1-8.... For those desiring to become an elementary school teacher, distance learning education is widely available. Many colleges and... Read on to learn more about what elementary school teachers do. Get details about required education and training. Find out... Elementary school teachers instruct children from kindergarten through either fifth or eighth grade, depending on their state's... - Elementary Spelling Teacher Job Information - Elementary Education Teacher: Educational Requirements - Elementary School Art Teacher Certification Information - Driver's Ed Instructor: Job Description and Requirements - Flash Animation Certification and Career Information - Top Columbus Graduate School for a Human Resource Management Degree - Customer Support Management Education and Training Programs - Elementary School Music Teacher: Job Duties and Requirements - Public Elementary School Teacher: Educational Requirements - Top Ranked School for Taking Computer Science Courses - Knoxville, TN - Top School in Sacramento for Becoming a Medical Assistant - Clinical Biostatistics: Education and Career Information

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An Oregon State University researcher has found a relationship between motor skill deficiencies and the severity of the symptoms of autism spectrum disorder in very young children. The findings, believed to the be the first to show a direct relationship between motor skills and autism severity, indicate that development of fine and gross motor skills should be included in treatment plans for young children with autism, said Megan MacDonald, an assistant professor in OSU's College of Public Health and Human Sciences. "Recognizing those deficits really early gives us more time to help children catch up to their peers in regards to motor skill," said MacDonald, who is an expert on the movement skills of children with autism. The research was based on a study of the development and motor skills of 159 children ages 12 months to 33 months old, including 110 children with an autism diagnosis. Results were published this week in Adapted Physical Activity Quarterly. The motor skill deficiencies among the children with autism were not related to intellectual ability, MacDonald said. She found that the children with autism were nearly a year behind their typical peers in fine motor skills, such as holding a spoon or grasping a small toy. They also were about six months behind in their gross motor skills, including activities like running and jumping. "It's not that big a deal if we're talking about older kids, but for kids between 1 and 3 years old, those are substantial deficits, almost one-third of their life," MacDonald said. "At that age, they're like little sponges -- we can teach them motor skills." Most autism treatment plans for young children focus on social communication because the disability has such a significant effect in that area. Research has shown that successful social communication interventions can improve IQ, language, play skills and more for children with autism. Incorporating fine and gross motor skill development into early interventions could provide a similar boost, MacDonald said. She also recommends that parents consider adaptive physical education programs, which are designed around a child's abilities and needs. MacDonald said she hopes the new research will help build awareness about the importance of motor skill development and the need to include adapted physical education and physical and occupational therapy in treatment plans. Future research will look at different types of motor skill interventions to see if there are some that work better than others, she said. - Megan MacDonald et al. Motor Skills and Calibrated Autism Severity in Young Children With Autism Spectrum Disorder. Adapted Physical Activity Quarterly, April 20124 DOI: 10.1123/apaq.2013-0068 Cite This Page:

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ECE 538 Building Relationships with Diverse Families and Children. This course is an in-depth study of the relationship between families and schools in diverse communities. Topics addressed include discussions of major theories that support partnerships with parents; models for parent, school, and community partnerships; home, school, and community influences on children’s lives; parenting styles; family dynamics; parent education strategies; communicating with parents; and the rights and responsibilities of parents, children, and teachers. Experiences with young children and their families will be required. ECE 539 Language and Literacy Development in the Young Child. A study is made of the current theories, research, and myths surrounding the development of language in the young child. Students will examine language programs and prepare appropriate language materials for preschool/primary children. ECE 566 Growth and Development of the Young Child. An examination of theory and current research concerning the growth and development of the individual through the eighth year of life is made. The course attempts to relate theory and research to present concerns of individuals in the helping profession through the study of intellectual, psychological, and social interrelationships. Experiences in the procedures of child study is provided. ECE 580 Theoretical Perspectives in Early Childhood Education. Study is made of the historical and philosophical roots of early childhood education from the middle ages to contemporary practice. An in-depth study of the ideas of Maria Montessori and Jean Piaget, the history of Head Start, and current trends in the field will be an integral part of the course. ECE 581 Curriculum Development in Early Childhood Education. Study is made of the scope and sequence of learning experiences for young children. Current research on early childhood curriculum development and model programs is examined. The essential elements for kindergarten and prekindergarten are presented. ECE 582 Current Practices in Early Childhood Settings. The course includes planning and developing materials and thematic units for use with young children. An in-depth study of the project approach is presented.

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Contemporary Neuroscience and Addiction Dr. Tim Koeltzow, left, with psychology major Brent Baker. Koeltzow began his neuroscience studies in the 1990s. Although he is interested in all areas of psychology, his primary focus is on the biological basis of behavior and mental processes. In the 1970s, the same decade President Richard Nixon declared a “War on Drugs,” cocaine, a powerfully addictive stimulant, gained widespread popularity and was considered the champagne of illegal drugs. By the mid-1980s and the early 1990s, crack cocaine use became rampant, especially in major U.S. cities. “Crack cocaine is delivered immediately to the brain, leaving people feeling as if they want and need more,” said Dr. Tim Koeltzow, associate professor of psychology at Bradley. Ten years ago, Koeltzow began investigating the increased vulnerability to substance abuse for adolescents with ADHD. There may be three distinct reasons why ADHD might be linked to substance abuse: (1) individuals with ADHD may take drugs to self-medicate the symptoms; (2) the drug treatment may paradoxically promote drug craving; and (3) the impulsive nature of those with ADHD may simply lead them to make bad decisions in terms of drug usage. To address the second possibility, Koeltzow utilized a rat model with certain features of ADHD and delivered equal doses of the drug Ritalin either continuously or multiple times a day. His research indicated that taking the drug multiple times a day promoted subsequent cocaine-seeking. “If the drug was given continuously, the dopamine levels were only modestly elevated but enough to block irrelevant events from demands on attention. It appears that dopamine synapses adapt to the continuous presence of Ritalin, which actually leads to a diminished sensitivity to cocaine. This finding means that individuals taking sustained-release medications should actually be at reduced risk of addiction.” Stress is also a factor that promotes substance abuse and relapse though Koeltzow notes there may be an important distinction between good stress and bad stress: “Initially, something may prove stressful, but just as we gather strength in subsequent physical workout sessions, so can we become impervious to subsequent stressors.” To assess the impact of stress on drug taking and subsequent drug usage, Koeltzow studied rats reared in an enriched environment versus those reared in a standard cage. Environmental richness may include novel objects, tunnels and running wheels. He found the response to cocaine for those reared in an enriched environment was attenuated, and they were less likely to be addicted to cocaine versus those housed alone. This situation may ultimately provide insight into the mechanisms by which some people show resilience to stress or protection from addiction. Individual responses to threat, according to Koeltzow, are a function of environmental variability times the interaction of genetics and environment. Understanding how genes and environment interact to promote addiction is a key focus of contemporary neuroscience. Koeltzow cautions against the idea that enrichment is always good or will be the main focus of future treatment. “What we are finding in the lab is that if rats are exposed to the novelty of an enriched environment for the first time when they are also exposed to cocaine, we see an increase in the long-term sensitivity to cocaine,” he said. “Clearly, the effect of drugs has something to do with the context in which drugs are taken. We need to further study how novelty and the environment interact with drug actions, particularly in the prefrontal cortex.” Koeltzow is representative of Bradley’s faculty in his student-centered focus in building strong foundational skills. “The primary objective of my lab is to encourage students to solve problems or do something that no one has ever done before,” he said. “That work might be designing, analyzing, or interpreting a new experiment and then presenting at a national conference or publishing a paper.” Koeltzow’s hope for his students is to serve humankind and, ultimately, all organisms to the best of their ability. “One day, I hope that just as we can test insulin levels to detect diabetes, we have biological diagnostics that measure the physiological parameters indicative of mental health.” By Susan Andrews Photography by Duane Zehr

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Bill would require cursive, multiplication tables Earlier this week, a bill was introduced in the North Carolina House of Representatives that would require students to learn cursive and memorize their multiplication tables in school. The bill was sent to the education committee. The bill, given the short title "Back to Basics," requires that students are able to write readable documents through "legible cursive handwriting" by the end of fifth grade. Should the bill pass into law, it will not mark a change for elementary school students in the Union County Public Schools system. "It is something we teach," Tom Bulla, director of elementary education, said. A few years ago the department of public instruction gave the local education agencies the option of teaching cursive. "We opted to continue teaching cursive," Bulla said. "That came before the principals and they decided that we would continue focusing on (cursive handwriting)." It is currently taught in the third grade, then practiced in the fourth and fifth grades. "We have a couple of programs that we recommend (teachers) use and resources to support (them)," Bulla said. Rebekah Kelleher, an assistant professor of education at Wingate University, believes that students should know how to write in cursive and print. "My elementary majors have to complete a handwriting course...to show proficiency in both manuscript and cursive themselves," Kelleher said. They use the Zaner-Bloser handwriting program and their tests are graded independently. Kelleher believes the teachers have to be able to model the letters themselves. "I think it's something that we've neglected and we have a number of students who are comping up deficient," Kelleher said. "It came from the overemphasis for many years on penmanship being perfect...instead of talking about fluency and legibility...I don't think the keyboard replaces our need to know how to write. I think both cursive and print have their place." Kelleher said she has a 16-year-old nephew who did not learn how to write in cursive and cannot read cursive. Right now there is an emphasis on students reading primary documents, many of which are written in cursive, she pointed out. Research found that poor handwriting costs businesses and taxpayers millions every year, Kelleher said. There are hundred of unreadable tax returns, illegibly addressed letters and medical issues due to doctor's handwriting. "I know we're sending fewer documents...the written document is always going to be with us," Kelleher said. However, there is some debate on when students should start to learn cursive handwriting. Some students are not ready in the second or third grade. Though, Kelleher thinks the proposed bill's requirement of writing in cursive by fifth grade is reasonable. There is not enough research yet on whether knowing how to write in both styles impacts a student's ability to learn in other areas. "It would seem, too, that cursive and manuscript require different parts of the brain to be used and that's why some people are so much better at one than the other," Kelleher said. "Different parts of the brain, I think, are used and I do think that writing incursive seems to fit better with creative writing...there's something about the curves and the connections of the cursive writing that fits with a certain type of thinking." Kelleher believes that as it is instructed, the emphasis should be on legibility and fluency or fluidity. The letters should flow as the students are writing, she explained. The student should not have to think or labor over every letter, they should be able to write in cursive smoothly and quickly. With regard to the multiplication tables, Bulla said that is part of the common core the state adapted. "That is something that is very important," Bulla said. "We want them to develop their fluency and have accuracy and efficiency and know what to do with the numbers when they come to them."

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