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Sue Rappazzo

Leaving Children Behind. - 0 views

  • The introduction to this legislation states that "In America, no child should be left behind. Every child should be educated to his or her full potential." Mandating standards and tests in and of itself cannot erase the fact that children from homes where parents have little education and minimal resources have many strikes against them.
  • Evidence indicates that the "digital divide" gets larger each day. Children in homes with computers have huge advantages over those without such technology. While neurologists have extolled the virtues of high-protein diets for brain growth and development of young children, the economically disadvantaged continue to be plagued with high-carbohydrate diets, even in Head Start and public-school food service programs. Evidence indicates that more time on task helps to advance learning. The few efforts to increase the school year have mainly focused on poorly structured remedial summer programs doomed from their inception with the "punishment brand."
  • Empirical research does not support the belief that all children can learn the same curriculum, in the same amount of time, and at the same level. The problem with such an unsubstantiated belief is that it may be used to deny differential financial support for those who come to school with environmental disadvantages. Not all children have high-quality nutrition, stimulating homes, and extensive learning opportunities prior to entering school.
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  • This concrete evidence should be enough to convince us that we should concentrate on improving the lives of children before they come to school. It is not enough simply to proclaim that "no child will be left behind" without enacting proper public policy to provide economic opportunity for families, healthcare for all children, and parenting education for young mothers.
Heather Kurto

From music making to speaking: Engaging the mirror neuron system in autism - 0 views

  • mirror neuron system (MNS)
  • The involvement of this multisensory and motor system is particularly evident in experts, such as musicians. Neuroimaging studies using voxel-based morphometry found evidence for structural brain changes such as increased gray matter volume in the inferior frontal gyrus in instrumental musicians compared with non-musicians
  • Social and communication impairments represent some of the key diagnostic characteristics of autism
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  • Theory of mind refers to the ability to understand another person’s mental state, including their beliefs, intents and desires, as separate from one’s own thoughts, experiences and behaviors
  • Research has demonstrated a relationship between joint attention and language development in children with autism.
  • Besides poor joint attention, the communication deficits in autism may be related to imitation difficulties. Imitation involves translating another person’s action into one’s own, and is also considered to be a precursor of language developmen
  • We argue that this engagement could be achieved through forms of music making. Music making with others (e.g., playing instruments or singing) is a multi-modal activity that has been shown to engage brain regions that largely overlap with the human MNS. Furthermore, many children with autism thoroughly enjoy participating in musical activities. Such activities may enhance their ability to focus and interact with others, thereby fostering the development of communication and social skills. Thus, interventions incorporating methods of music making may offer a promising approach for facilitating expressive language in otherwise nonverbal children with autism.
  • Given that the mirror neuron system is believed to involve both sensorimotor integration and speech representation, it is likely to underlie some of the communication deficits in individuals with autism spectrum disorder
  • Music is a unique, multi-modal stimulus that involves the processing of simultaneous visual, auditory, somatosensory, and motoric information; in music making, this information is used to execute and control motor actions
  • It has long been noted that children with autism thoroughly enjoy the process of making and learning music
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
  • 112. Trevarthen C, Aitken K, Paoudi D, Robarts J. Children with Autism. Jessica Kingsley Publishers; London: 1996.
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    Wigram T. Indications in music therapy: evidence from assessment that can identify the expectations of music therapy as a treatment for autistic spec trum disorder (ASD): meeting the challenge of evidence based practice. Br J Music Ther. 2002;16:11-28.
Amy M

57pc of children use tablets for educational apps: Nielsen - Research - Mobile Marketer - 0 views

  • 57 percent of children using educational applications
  • According to the Nielsen study, seven out of ten children under the age of 12 in a house with a tablet used them.
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    children use of tablets
Heather Kurto

Parent Training for Young Children With Developmental Disabilities: Randomized Controll... - 0 views

  • Parenting training has a long history of use with typically developing children who had behavior disorders. Parent training is based on social learning theory, principles of operant theory and behavior modification, and tenets of developmental psychopathology. Evidence suggests that building positive parenting skills and targeting parent–child interactions will have collateral effects on children’s behavior problems (The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlForehand & Mc-Mahon, 1981; The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlPatterson, 1982).
  • Unlike parent training for families who have children with behavior problems, programs for children with developmental disabilities often target increasing children’s adaptive behavior, self-help skills, language, or academic skills (The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlBaker & Brightman, 2004; The following popper user interface control may not be accessible. Tab to the next button to revert the control to an accessible version.Destroy user interface controlBreiner, 1989
Joan McCabe

The Social and Cultural Contexts of Second Language Acquisition in Young Ch... - 0 views

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    Journal article describing factors that make a difference in second language acquisition (SLA) in children. Includes study on SLA in children at an International School in Beijing. Not as helpful as I hoped in determining how to improve SLA.
Joan McCabe

Fostering Communities of Learning in Two Portuguese Pre-School Classrooms Applying the ... - 0 views

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    "This study provides evidence on how young children can start to direct their learning plans and take responsibility in responding to their problems through active participation in planning and assessment, and it therefore contributes to our understanding of how ECE classrooms can operate as Communities of Learning. In any Communities of Learning, there is always a dual focus: To empower children as learners, using the concept of learning as change in participation, but also to keep a close and critical eye on what the nature of the change is and its relationship with valuable learning. Edwards (2005) calls it "learning as a resourceful action" and argues that it "allows us to examine the processes of learning as well as the outcomes and to consider how they are pedagogically supported" (p. 58). Her argument for research that highlights the cognitive potential of sociocultural approaches to learning can contribute to the research about Learning Cultures in kindergarten (Hodkinson et al. 2008).
Lauren D

John Dewey's Theories of Education - 0 views

  • Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
  • “The actual interests of the child must be discovered if the significance and worth of his life is to be taken into account and full development achieved. Each subject must fulfill present needs of growing children . . . The business of education is not, for the presumable usefulness of his future, to rob the child of the intrinsic joy of childhood involved in living each single day,”
  • The child learns best through direct personal experience. In the primary stage of education these experiences should revolve around games and occupations analogous to the activities through which mankind satisfies its basic material needs for food, clothing, shelter and protection. The city child is far removed from the processes of production: food comes from the store in cans and packages, clothing is made in distant factories, water comes from the faucet.
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    Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
Lauren D

Andragogy and Pedagoy - 0 views

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    Knowles himself concedes that four of andragogy's five key assumptions apply equally to adults and children. The sole difference is that children have fewer experiences and pre-established beliefs than adults and thus have less to relate.
sherrilattimer

ACVE - Teaching Adults: Is It Different? - 0 views

  • pedagogy assumes that the child learner is a dependent personality, has limited experience, is ready to learn based on age level, is oriented to learning a particular subject matter, and is motivated by external rewards and punishment (Guffey and Rampp 1997; Sipe 2001).
    • sherrilattimer
       
      Not everyone is the same at the same age, and they certainly don't have the same experience.
  • traditional teaching practices, not considered appropriate for adults, are suited to the needs of children and adolescents
  • The ongoing debates—andragogy vs. pedagogy, teacher directed vs. learner centered—may mean that no single theory explains how adult learning differs from children's learning (Vaske 2001).
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  • Some question the extent to which these assumptions are characteristic of adults only, pointing out that some adults are highly dependent, some children independent; some adults are externally motivated, some children intrinsically; adults' life experience can be barriers to learning; some children's experiences can be qualitatively rich (Merriam 2001; Vaske 2001)
  • Power differences based on race, gender, class, sexual orientation, and disability can limit adults' autonomy and ability to be self-directed
  • Adults do not automatically become self-directed upon achieving adulthood. Some are not psychologically equipped for it and need a great deal of help to direct their own learning effectively (Beitler 1997; Titmus 1999)
  • Adults may be self-directed in some situations but at other times prefer or need direction from others (Courtney et al. 1999).
  • Research shows that motivational, affective, and developmental factors are more crucial in adults than in younger learners; adults are more able to be self-directed and reflective and to articulate learning goals, and they are more disposed to bring their life experiences to what and how they learn (Smith and Pourchot 1998)
  • Studies of metacognition indicate that children and adults differ at each level due to acquired expertise and active use of expert knowledge
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    This is an online version of Kerka's "Teaching Adults: Is it Different?"
Mike Fortune

children and multitasking - 0 views

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    A article geared towards parents on addressing the idea of multitasking with your children.
Diana Cary

The Confluence Between Arts and Medical Science - Music and movement therapy for childr... - 0 views

  • dical Science — Music and movement therapy for children with Cerebral Palsy
  • The Confluence Between Arts and Me
  • : 5 diplagic, 1 tripelagic, and 3 others with full ambulatory function and both arms functional. The patients were all mobile but not stable. Their age ranged between 7 and 12 years, with a receptive language level of 4.00 to 4.11 years.
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  • Gamelan music was used as part of the intervention. Almost all of the patients had not seen or experienced the hearing or playing of gamelan. This type of musical ensemble consists of large- and medium-sized circular knobbed gongs and bronze plates of varying pitches, all arranged in pentatonic scale sequence and suspended over a trough-like resonator
  • Improvement in Posture
  • Improvement in Attention Span and Concentration
  • Improvements in Gross Motor Function
  • Confidence Level
  • Cognitive Function
  • Gross Motor Function
Hedy Lowenheim

How Online Learning Is Revolutionizing K-12 Education and Benefiting Students - 0 views

  • Students appear to be benefiting from online learning programs. While evidence about the effectiveness of K-12 online learning programs is limited, there is reason to believe that students can learn effectively online. In 2009, the U.S. Department of Education published a meta-analysis of evidence-based studies of K-12 and postsecondary online learning programs.[3] The study reported that "students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction."[4] In addition, online learning has the potential to improve productivity and lower the cost of education, reducing the burden on taxpayers
  • Whether students have access to online learning options will largely be determined by policymakers' willingness to reform education funding to facilitate greater parental choice. This factor largely explains why the Florida Virtual School enrolls 154,000 students while the Maryland Virtual School enrolls only 710 students. If policymakers want to open the possibilities of online learning to all students, they must reform school funding mechanisms to allow the money to follow the students to their providers of choice.
  • Federal policymakers should consider using online or virtual learning to improve effectiveness and efficiency of these programs. For example, the Department of Defense Education Activity (DODEA) currently educates approximately 85,000 children of military personnel[22] and is developing plans to create an online virtual high school for the 2010-2011 school year.[23] A virtual school for the children of military personnel would likely expand their educational opportunities and minimize disruptions caused by transferring to new schools when their parents are transferred to new assignments.
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  • Online learning has the potential to revolutionize American education. Today, as many as 1 million children are participating in some form of online learning.
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    "How Online Learning Is Revolutionizing K-12 Education and Benefiting Students"
Joan McCabe

Fostering Second Language Development in Young Children - 0 views

  • Principle #6: Language is used to communicate meaning. Children will internalize a second language more readily if they are asked to engage in meaningful activities that require using the language. For children who are learning English as a second language, it is important that the teacher gauge which aspects of the language the child has acquired and which ones are still to be mastered. Wong Fillmore (1985) recommends a number of steps that teachers can use to engage their students: Use demonstrations, modeling, role-playing. Present new information in the context of known information. Paraphrase often. Use simple structures, avoid complex structures. Repeat the same sentence patterns and routines. Tailor questions for different levels of language competence and participation.
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    Describes principles for second language acquisition. Gives ideas to reinforce these principles in the classroom.
Lisa Martin

Online Schooling Grows, Setting Off a Debate - 0 views

  • Half a million American children take classes online, with a significant group, like the Weldies, getting all their schooling from virtual public schools.
    • Lisa Martin
       
      I didn't realize this many children in America were already taking online classes.
  • Florida Virtual School, the largest Internet public school in the country, more than 50,000 students are taking courses this year
  • About 90,000 children get their education from one of 185 such schools nationwide.
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  • full-time online charter school like the Wisconsin Virtual Academy
  • opposition from some educators, who say elementary students may be too young for Internet learning, and from teachers, unions and school boards, partly because they divert state payments from the online student's home district.
    • Lisa Martin
       
      My charter school faces the same opposition.
  • Legally, they are considered public school students, not home-schoolers, because their online schools are taxpayer-financed and subject to federal testing requirements.
  • They are publicly financed, mostly elementary and middle schools.
  • ''That's what I love most about this curriculum,'' Mrs. Weldie said. ''There's no reason for Isabel to practice counting if she can already add.''
    • Lisa Martin
       
      True individualization of instruction.
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    This article discuss fully online public elementary schools and the opposition from school districts.
Erin Fontaine

Media Use Statistics                                           Resources on m... - 0 views

  • ne out of ten 13- to 17-year-olds have used some form of social media
  • 68% of all teens say Facebook is their main social networking site
  • 51% visit social networking sites daily
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  • 34% of teens visit their main social networking site several times a day
  • 23% of teens is a “heavy” social media user, meaning they use at least two different types of social media each and every day
  • A new study finds that 20 percent of third grade students have cell phones and 90 percent of them are online, while 83 percent of children in middle school have one.
  • 63% of all teens say they exchange text messages every day with people in their lives, including their parents
  • Half (52 percent) of all zero- to 8-year-olds have access to a new mobile device such as a smart phone, video iPod, or iPad/tablet
  • Fully 95 percent of all teens ages 12-17 are now online, and 80 percent of online teens are users of social media sites. Teens of all ages and backgrounds are witnessing these mean behaviors online and are reacting in a variety of ways:
  • Ninety percent of teen social media users say they have ignored the mean behavior they have witnessed on a social network site. Eighty percent say they have personally defended a victim of meanness and cruelty. Seventy-nine percent say they have told someone to stop their mean behavior on a social network site. Twenty-one percent say they have personally joined in on the harassment of others on a social network site. Source
  • Nearly 90% of older teens (aged 14-17) have a cell phone, while just under 60% of 12- to 13-year-olds have a cell phone
  • More than a third (38 percent) of children this age have used one of these devices, including 10 percent of zero-to 1-year-olds, 39 percent of 2- to 4-year-olds, and more than half (52 percent) of 5- to 8-year-olds.
  • In a typical day, one in 10 zero- to 8-year-olds uses a smart phone, video iPod, iPad, or similar device to play games, watch videos, or use other apps. Those who do such activities spend an average of 43 minutes a day doing so
  • Sixty-five percent of high school students use cell phones in school.
  • One-quarter of text messages sent by teens are sent during class.
Joan McCabe

Teaching Adults: Is It Different? - 0 views

  • The following assumptions underlie Knowles' (1984) andragogical model: o Adults tend to be self-directing. o Adults have a rich reservoir of experience that can serve as a resource for learning. o Since adults' readiness to learn is frequently affected by their need to know or do something, they tend to have a life-, task-, or problem-centered orientation to learning as contrasted to a subject-matter orientation. o Adults are generally motivated to learn due to internal or intrinsic factors as opposed to external or extrinsic forces.
  • Knowles has gradually modified his position regarding the contrast between how preadults learn (pedagogy) and how adults learn (andragogy). According to Feuer and Geber (1988), "[w]hat he once envisioned as unique characteristics of adult learners, he now sees as innate tendencies of all human beings, tendencies that emerge as people mature" (p. 33). Nevertheless, the andragogical model has strongly influenced the adult education field, with one result being the assumption teaching adults should differ from teaching children and adolescents.
  • CONSIDERATIONS FOR PRACTICE Is teaching adults different? Based on the literature discussed here, the answer is both yes and no. Although teachers perceive adults as being different, these perceptions do not automatically translate into differences in approaches to teaching. Perhaps a better way to frame the question is to ask "Should teaching adults be different?" According to Darkenwald and Beder (1982), "the real issue is not whether learner-centered methods are universally applied by teachers of adults, but rather for what purposes and under what conditions such methods, and others are most appropriate and effective and in fact used by teachers" (p. 153). Gorham (1985), in citing studies that identified interaction patterns of "master" preadult teachers as being less directive and more student-centered than those of "average" preadult teachers, suggests that "the most cogent prescription might be to define responsive teaching techniques as the approved practice for educators at all levels..." (p. 207). Based on these observations, some considerations for practice emerge. 1. Determine the purpose of the teaching-learning situation. The andragogical or learner-centered approach is not appropriate in all adult education settings (Feuer and Geber 1988). The decision about which approach to use is contextual and is based upon such things as the goals of the learners, the material to be covered, and so forth. 2. Provide opportunities for teachers to practice learner-centered methods. Gorham (1984) suggests training teachers in techniques especially suitable for adult students, such as small-group discussion methods, effective use of nontraditional room arrangements, and so forth. 3. Select teachers on the basis of their potential to provide learner-centered instructional settings. Gorham's (1984, 1985) study identified some characteristics of teachers who seemed to be more flexible and responsive in adult settings. However, she also suggests that more research is needed.
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    Based on the research, the conclusion of this article is "Should teaching adults be different than teaching children?" Many teachers have preconceived notions about the differences between the two groups and some that have these notions do not act upon them. It is better to asses the contextual information in deciding which teaching style is the most appropriate at a specific time or for a specific course or set of people.
Maria Guadron

gStudy traces of children's self-regulated learning in the Lifecycles Learning Kit. - 0 views

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    Study shows children use sophisticated self-regulation learning strategies
efleonhardt

Peer-Assisted Learning Strategy | Classroom Strategies | AdLit.org - 0 views

  • classroom by identifying which children require help on specific skills and who the most appropriate children are to help other children learn those skills
James Ranni

Laboratory for Affective Neuroscience, UW-Madison Psychology Dept - 0 views

  • We are interested in both risk and resilience - why are some individuals particularly vulnerable in response to negative life events, while others appear to be relatively resilient? And how can we promote enhanced resilience? As a part of the latter work, we study interventions designed to cultivate more positive affective styles. One such intervention that we have extensively studied over the past decade is meditation. In addition to the research on normal affective function, we also study a range of psychopathologies, all of which involve abnormalities in different aspects of emotion processing. Included among the disorders we have recently studied are adult mood and anxiety disorders, and autism, fragile X and Williams syndrome in children. Some of our current research involves: Voluntary and automatic emotion regulation. Resilience in aging. Interactions between emotion and cognitive function, particularly working memory and attention. Temperament in children, in hopes of determining early signs of vulnerability to psychopathology. Social and emotional processing differences in children and adults with autism and fragile X. Mood and anxiety disorders. The impact of pharmaco-therapy and psychotherapy on brain function in patients with mood and anxiety disorders. The effects of meditation on brain function in adept practitioners and novices. Relations between neural mechanisms of emotion and peripheral measures of inflammation and lung function in asthma.
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    Neuroscience research on meditation
Michael Lucatorto

Why Parents Hate Parenting -- New York Magazine - 0 views

  • Before urbanization, children were viewed as economic assets to their parents. If you had a farm, they toiled alongside you to maintain its upkeep; if you had a family business, the kids helped mind the store. But all of this dramatically changed with the moral and technological revolutions of modernity. As we gained in prosperity, childhood came increasingly to be viewed as a protected, privileged time, and once college degrees became essential to getting ahead, children became not only a great expense but subjects to be sculpted, stimulated, instructed, groomed. (The Princeton sociologist Viviana Zelizer describes this transformation of a child’s value in five ruthless words: “Economically worthless but emotionally priceless.”) Kids, in short, went from being our staffs to being our bosses. “Did you see Babies?” asks Lois Nachamie, a couples counselor who for years has run parenting workshops and support groups on the Upper West Side. She’s referring to the recent documentary that compares the lives of four newborns—one in Japan, one in Namibia, one in Mongolia, and one in the United States (San Francisco). “I don’t mean to idealize the lives of the Namibian women,” she says. “But it was hard not to notice how calm they were. They were beading their children’s ankles and decorating them with sienna, clearly enjoying just sitting and playing with them, and we’re here often thinking of all of this stuff as labor.”
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