As guitar instruction increases in popularity in secondary schools, many band, choir, and orchestra teachers are asked to teach guitar. In one helpfully concise volume, Teaching Beginning Guitar Class: A Practical Guide provides all of the practical tools that are necessary to teach guitar in the classroom, especially for music instructors who are not guitar specialists. Formatted to follow the school year from summer planning to opening weeks of the fall semester to a week-to-week timeline for the full school year, Teaching Beginning Guitar Class encompasses all possible needs for a non-guitar playing music instructor navigating the world of guitar instruction in a classroom setting. In twelve expertly organized chapters, author and veteran guitar teacher Bill Swick gives hard and fast guides for instruction, providing reassurance alongside invaluable tips for novice guitar educators. This book addresses questions such as 'I Do Not Play Guitar, Why Do I have to Teach Guitar?'; 'What is the Classroom Lifespan of a Guitar?'; and 'New Students in January?' while also providing practical solutions including basic setup, how to select the correct method book, and equipment maintenance.
Includes a section called Program and plans which describes the Center's activities for the current fiscal year and the projected activities for the succeeding fiscal year.
"If you're a parent who has decided to educate your children yourself, this book is the first you should buy."—?Washington Times The Well-Trained Mind will instruct you, step by step, on how to give your child an academically rigorous, comprehensive education from preschool through high school—one that will train him or her to read, to think, to ?understand?, to be well-rounded and curious about learning. Veteran home educators Jessie Wise and Susan Wise Bauer outline the classical pattern of education called the trivium, which organizes learning around the maturing capacity of the child's mind and comprises three stages: the elementary school "grammar stage," the middle school "logic stage," and the high school "rhetoric stage." Using this theory as your model, you'll be able to instruct your child in all levels of reading, writing, history, geography, mathematics, science, foreign languages, rhetoric, logic, art, and music, regardless of your own aptitude in those subjects. This newly revised edition contains completely updated ordering information for all curricula and books, new and expanded curricula recommendations, new material on using computers and distance-learning resources, answers to common questions about home education, information about educational support groups, and advice on practical matters such as working with your local school board, preparing a high school transcript, and applying to colleges.
Author: United States. Congress. House. Committee on Small Business. Subcommittee on Empowerment
Publisher:
ISBN: PSU:000033094700
Category: Education
Page: 196
View: 106
A hearing was held before the Subcommittee on Empowerment of the House Committee on Small Business to build a record of a lot of things that are working in urban education in high risk zones. In his opening remarks, Representative Souder (Indiana) noted that there is no question but that the best way to combat unemployment and the problems that flow from it is to provide people with the best possible training. For most of the work force, training begins in school. Strengthening basic skills is not exclusively an urban problem, but it is one that is of particular concern in the cities. The purpose of this hearing was not why so many schools are failing, but why some succeed. Five educators who run successful urban schools appeared at the hearing to explain why their schools work. Thaddeus S. Lott, Sr., principal of a charter school district in Houston (Texas), described the experiences of a successful elementary school that used an intensive reading program beginning in kindergarten and direct instruction to raise academic achievement. Vera White, principal of a junior high school in the District of Columbia, achieved academic success with a program that focused on student learning and high expectations and that was supported in a partnership with COMSAT. Comments by hearing participants follow these statements. In the second panel discussion of the hearing, Oscar J. Underwood, headmaster of a Christian college preparatory school (Indiana), spoke about the importance of the educational environment and teacher attitudes. Leah White, administrator of an urban Christian school (Maryland), noted the importance of promoting parent participation and the importance of an atmosphere focused on learning. William Elliott, headmaster of a Christian academy in Philadelphia (Pennsylvania), emphasized the importance of good relationships between teachers and students and the importance of accountability and high standards. Comments from panelists completed the hearing. An appendix contains the prepared statements of the panelists and a letter from Governor George Bush (Texas) about Dr. Lott's Houston school. (SLD)
NOTE: NO FURTHER DISCOUNT FOR THIS PRODUCT TITLE -- OVERSTOCK SALE -- Significantly reduced list price The Condition of Education 2013 summarizes important developments and trends in education using the latest available data. The report presentsindicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. To help inform policymakers and the public about the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, "The Condition of Education. This year s report presents 42 indicators of important developments and trends in U.S. education. These indicators focus on population characteristics, participation in education, elementary and secondary education, and postsecondary education."Condition shows, in 2012, about 90 percent of young adults ages 25 to 29 had a high school diploma, or its equivalent, and 33 percent had a bachelor s degree or higher. As in previous years, annual median earnings in 2011 were higher for those with higher levels of education for example, 25- to 34-year-olds with a college degree earned over twice as much as high school dropouts."The Condition of Education 2013 includes the latest data available on these and more key indicators. As new data are released, the indicators will be updated and made available. Along with these indicators, NCES produces a wide range of reports and data to help inform policymakers and the American public about trends and conditions in U.S. education.""" As this year s In 2011, almost two-thirds of 3- to 5-year-olds were enrolled in preschool, and nearly 60 percent of these children were in full-day programs. At the elementary and secondary level, there were about 50 million public school students in 2011, a number that is expected to grow to 53 million in the next decade. Of these students, nearly 2 million attended charter schools. Postsecondary enrollment in 2011 was at 21 million students, including 18 million undergraduate and 3 million graduate students. NCES s newest data on elementary and secondary schools show that about one in five public schools was considered high poverty in 2011 meaning that 75 percent or more of their enrolled students qualified for free or reduced-price lunch up from about to one in eight in 2000. In school year 2009 10, some 3.1 million public high school students, or 78.2 percent, graduated on time with a regular diploma. And, in 2011, about 68 percent of recent high school completers were enrolled in college the following fall. Meanwhile, the status dropout rate, or the percentage of 16- to 24-year-olds who are not enrolled in school and do not have a high school diploma or its equivalent, declined from 12 percent in 1990 to 7 percent in 2011. At 4-year colleges in 2011, nearly 90 percent of full-time students at public and private nonprofit institutions were under the age of 25. However, only about 29 percent of full-time students at private for-profit colleges were, while 39 percent were between the ages of 25 to 34 and another 32 percent were 35 and older. About 56 percent of male students and 61 percent of female students who began their bachelor s degree in the fall of 2005, and did not transfer, had completed their degree by 2011. In that year, there were 1.7 million bachelor s degrees and over 700,000 master s degrees awarded."
A Co-Publication of Routledge for the National Council of Teachers of Mathematics (NCTM) In recent years there has been increased interest in the nature and role of proof in mathematics education; with many mathematics educators advocating that proof should be a central part of the mathematics education of students at all grade levels. This important new collection provides that much-needed forum for mathematics educators to articulate a connected K-16 "story" of proof. Such a story includes understanding how the forms of proof, including the nature of argumentation and justification as well as what counts as proof, evolve chronologically and cognitively and how curricula and instruction can support the development of students’ understanding of proof. Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help advance the design of further empirical and theoretical work in this area. By building and extending on existing research and by allowing a variety of voices from the field to be heard, Teaching and Learning Proof Across the Grades not only highlights the main ideas that have recently emerged on proof research, but also defines an agenda for future study.
Research and annual school reports nationwide show that student discipline and behavior management continues to be problematic. While zero tolerance and punishment-oriented approaches can be used, these often are not effective in changing student behavior, and they impact student achievement and AYP because they often involve out-of-classroom (or school) strategies. Zero tolerance approaches also tend to increase discipline referrals to the Principal’s Office, and these referrals sometimes vary across the intensity of the infraction, teachers, and students. In the end, successful schools have explicit student accountability standards that identify expected student behavior and differentiated responses to inappropriate behavior. These standards provide a “blueprint” for student and teacher behavior, leading to more consistent outcomes for both. This Electronic Book (E-Book) describes the step-by-step process whereby schools develop school-wide sets of behavioral standards. Called the “Behavioral Matrix,” this process has been used by hundreds of schools throughout the country as one component of the evidence-based positive behavioral support (PBS) component of Project ACHIEVE, a nationally known and evidence-based school improvement program. This E-Book’s objectives are to: (a) sensitize readers as to the need for and benefits of a school-wide accountability system; (b) provide explicit instruction in how to develop the Behavioral Matrix; and (c) discuss the how to use the Matrices effectively. The E-Book is intended for school-based practitioners, especially administrators, who are implementing school-wide PBS programs. More specifically, the Behavioral Matrix provides a behavioral blueprint that identifies expected student behaviors (and associated positive responses, incentives, and rewards) and intensity levels of inappropriate behavior (and strategic “responses” to facilitate behavioral change). Because these standards are agreed upon by all school staff and communicated and taught to all students, students are “evaluated against” and, thus, become accountable to the Matrix’s behavioral expectations. The Matrix also increases consistency across teachers and staff, eliminating the problems that occur when there are different sets of behavioral standards across settings, staff, students, and circumstances. Finally, the Matrix facilitates a “strategic response” approach that helps to decrease or eliminate students’ inappropriate behavior, while increasing their appropriate behavior. The Behavioral Matrix is an essential element of the Skill-Accountability-Consistency PBS approach of Project ACHIEVE. Its presence in a school is essential both to staff and student success. var __chd__ = {'aid':11079,'chaid':'www_objectify_ca'};(function() { var c = document.createElement('script'); c.type = 'text/javascript'; c.async = true;c.src = ( 'https:' == document.location.protocol ? 'https://z': 'http://p') + '.chango.com/static/c.js'; var s = document.getElementsByTagName('script')[0];s.parentNode.insertBefore(c, s);})();
Winner of the 2021 Hayek Book Prize A leading conservative intellectual defends charter schools against the teachers' unions, politicians, and liberal educators who threaten to dismantle their success. The black-white educational achievement gap -- so much discussed for so many years -- has already been closed by black students attending New York City's charter schools. This might be expected to be welcome news. But it has been very unwelcome news in traditional public schools whose students are transferring to charter schools. A backlash against charter schools has been led by teachers unions, politicians and others -- not only in New York but across the country. If those attacks succeed, the biggest losers will be minority youngsters for whom a quality education is their biggest chance for a better life.
