Education is a process from childhood to adulthood (and even then it will go on. Thus, education can be fairly divided into primary education, secondary education, tertiary education, and higher education. Nursery, Kindergarten, and Elementary fall under primary education, of course. And if you hade the same experience thet I had as a child, you’ll agree: Kindergarten, what a wonderful world!
In nursery school, toddlers as young as two years old are taught manners in interacting with other kids. They are also slowly taught a few basic lessons like the alphabet, arithmetic, the size and shape of a certain object, etc. During their very first day of school, kindergarten students are grouped together in the classroom. They are then read a story by the teacher.
Each of the students has a book which shows very elaborate pictures of the story. Other schools flash multimedia presentations in computer screens where each student has his or her own computer. Then the story is narrated. To conserve resources, some of these schools use a projector while the story is being narrated by a live person i.e. the teacher.
Early childhood education online programs are an excellent way for people to obtain a degree in early childhood education. It allows them to do so in a way that is convenient and flexible. In today’s harried world, people often find it difficult to handle all their responsibilities. Work and home life, take up the majority of individual’s time, giving them little time for much else.
Individuals that would like to go back to school and pursue their education might find it difficult to do so if they are forced to go to school in the traditional way. An early childhood education online would allow individuals to get the education they desire and need in order to get ahead in their career but in a way that fits into their busy schedule.
There are a number of reasons why an early childhood education online program would be ideal. We will discuss a few of those reasons why below.
As one of the original Thirteen Colonies established by the first settlers to come to North America, North Carolina is a state steeped in history. North Carolina is the state that provided the scenic backdrop to the Wright brothers’ first successful flight at Kill Devil Hills and it is also is the original birthplace of Pepsi-Cola and Krispy Kreme, both American icons now known, and enjoyed, across the world. North Carolina is also a great state to live in if you want to become a nurse and attend one of the many great nursing schools in North Carolina.
Becoming a Nurse in North Carolina
As is the case in many other states in the US the opportunities for graduates of nursing schools in North Carolina are extensive as there is a continuing shortage of trained nurses, especially in the more rural areas of the Tar Heel state. While some choose to flock to the bigger cities in North Carolina to work as a nurse others do enjoy the quieter pace of life out in the Carolina countryside. In order to work as a nurse after graduation from one of the many nursing schools in North Carolina individuals must pass the NCLEX licensing exam and then complete 15 hours of continuing education whenever that license is up for renewal.
John Dewey has been described as the philosopher of American Democracy. Inspired in no small measure by his upbringing in a small town in Vermont, which put democratic principles into practice, Dewey was a lifelong advocate for the value of democratic ideals. Nonetheless, he understood that democratic ideals, in and of themselves do not solve problems; rather, they establish the ground rules or general framework within which the solution to problems may be sought. It is for this reason that Dewey devoted so much of his professional career toward addressing educational questions.
After all, if the young did not acquire in school an understanding and appreciation of the procedures involved in applying democratic principles to social life, when would they acquire this understanding and appreciation? In many ways, Dewey simply sought to apply the implications of one of Aristotle’s most important political and educational observations: namely, that citizens need to be educated in accordance with the type of government under which they will live. Without an education that prepared young people with the skills needed for life in a democracy, it is difficult to imagine that a democratic society can endure.
What, we may ask, are the skills needed to sustain democratic principles? Herein lies a major conundrum: it may not be possible to identify those skills, or to discuss them extensively without betraying social, political and philosophical biases. Indeed, even Dewey is widely regarded as a “left-leaning” or “liberal” philosopher by those of a right-leaning, conservative disposition.
Assessment for Learning (AfL) is a term that has become increasingly used in schools over the last seven years. It is not concerned with testing and measuring but is rather an approach to help improve learning. The old adage you don’t fatten a pig by weighing it is often used in relation to assessment for learning.
The broad categories of assessment are:
• Traditional assessment is summative: it measures where a pupil is at
but does not tackle the issue of how to move learning forward
• Diagnostic assessment identifies good and poorer points about work or
• Formative assessment identifies ways in which progress can be made
Assessment for Learning is a development of the last two bullet points:
Alongside the work to address the needs of girls in school through the GROW initiative, a number of organisations have asked for help with groups of boys displaying a variety of dysfunctional behaviors
By using a variety of approaches, including OutSmart, Teaching Thinking tools, and Self-Belief strategies, we have been able to encourage the boys to identify, articulate and start to modify some of these so-called “dysfunctions”
Out-SMART activities encourage an awareness of self and team by identifying problems and working through a series of outdoor challenges to foster an awareness of both self and team. The boys have articulated what a successful team might be and are then provided with a practical opportunity to display those skills. Feedback and evaluation is provided by the students themselves, against criteria they evolve.
A Little History
Minnesota was the first state to pass a charter school law in 1991. There are now charter schools in over 40 states. Charter schools are often found in high poverty, low academic achievement areas, but there are a growing number of charter schools in middle and upper-middle class neighborhoods as well.
Because charter schools often have special interests such as the arts, STEM (Science, Technology, Engineering, and Mathematics), and classical education, they are growing in popularity across the socioeconomic spectrum.
1. Charter schools are public schools and are thus funded with public tax dollars. Charter schools, however, do not receive all the same funds that traditional public schools receive. For example, in some states, charter schools do not receive parcel/levy tax monies. These are additional taxes that are approved by homeowners/voters specifically allocated to local public schools. As a result of less funding, charter schools tend to pay lower salaries.
There has been a fundamental change in how leadership is viewed over the last ten years. It is no longer merely the prerogative of those in power, but it is recognized that we all have within us leadership qualities.
If the organizations that we work within are to begin to move towards their potential then it is imperative that this leadership is developed in all, rather than merely in those in power. This is called leadership capacity, a key concept in successful schools, business’ and voluntary and community organizations.
The course is aimed at a wide range of adults working in schools, colleges, businesses, voluntary and community organizations. It is not solely aimed at people in management and leadership positions.
The full course is 10 to 12 hours in length and both the timing of it and the focus can be tailored to the needs of your organization. It could be 2 full day sessions or shorter two-hour sessions or a combination of both. There is an expectation that delegates will observe and reflect upon practice in their own organization.
First of all, Happy New Year to everyone. Let me tell you what’s on my mind…New Year’s Resolutions…But first:
Alisha loves her glasses. She wants them bigger and bolder and heaven helps you if you suggest she should wear contacts. She even tells us about her most favorite place to buy her (prescription) frames, Gentleman’s Breakfast.
Call me crazy, but I’m a firm believer that if you have to wear glasses, you should embrace your blindness and go bold. Coming from a family of women whom I rarely saw without some sort of combination of plastic and metal balanced on their nose bridges, I knew that I was sooner or later going to follow suit.
By 8th grade, I officially became a lopsided astigmatic, geeked that I would finally be able to pick out a pair for myself. Since that time, my affinity for having ”four eyes” has only grown.
I’ve worn glasses since I was 12 and would never ever go to contacts. Not only because I don’t like the idea of poking myself in the eye every day, but because I do love the way my sexy librarian glasses frame up my face. What about and your glasses? Is it love-hate or love-love?
Napoleon invaded Russia. The Marshall Plan saved Europe. The Sumerians wrote on cuneiform. George Washington stopped the Whiskey Rebellion. W.E.B. Du Bois was a founder of the NAACP. Charles I was executed during the English Civil War. The Mormons settled in Utah.
Facts – students reading history textbooks encounter a dizzying and seemingly endless array of factual information. And for many, learning history soon defaults into a short-term memorization of factual snippets.
The larger context of historical themes and ideas remains murky at best, and after the test is over information is promptly jettisoned from their memories, as the students begin anew with the next chapter.
In contrast, successful learners in history search for connections and relationships among information as they study. Instead of being engulfed by a torrent of disjointed facts, they look for the “flow” of the information. In history textbooks, that “flow” tends to follow a problem/solution orientation.