Abstract/Notes: Women play a key role in construction a nation and every country is being recognized for the power of womens empowerment. It is afundamental element for any nation. Promoting education among women helps them understand their individuality to refrain from any exploitation. There is a great need for womens education to bring the human civilization to the roots of advancement and to attain the progressive development of the society. Women have contributed significantly to the organization of education system in different countries at different time. With the help of the present study the researcher tries to discuss the current status of women education in India and outside India and also discuss the contribution of women in the field of education in India and outside India.

Language: English

ISSN: 2583-1062

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Montessori system its impact can easily be seen in the field of pre-primary education in the European countries, U.S.A., India, China, Japan, African countries, Latin American countries and all through the world, This system has encouraged lovers of education to discover new methods of teaching young children. This system emphasized the necessity of study of children in order to educate them properly. As a result, education became child-centered. The construction of curriculum became oriented to the actual needs of life. It was considered necessary to provide a good environment in the school. The aims of education became oriented to individual development of each child. Hence emphasis was laid on the development of personality of each child. Proper training of teachers was considered necessary.

Language: English

ISSN: 2277-7377

Language: English

Published: San Jose, California, 1984

Abstract/Notes: In Kentucky, nongraded primary education became a reality under the mandate of the Kentucky Education Reform Act (KERA) in 1990. Research has produced some anecdotal information on the degree to which schools have implemented the ungraded primary program, but there has been no research to link the implementation of the primary program to student achievement or school improvement. Under the regulations growing from the KERA, schools devised different organizational arrangements for the ungraded classrooms, characterized by developmentally appropriate practices and multi-age, multi-ability classrooms. The variance in how students were configured in the multi-age classrooms continued to be a source of conflict and discussion regarding the nongraded primary school program. This study examined the relationship, if any, between the degree of implementation of the primary program and three measures of student achievement: (1) the Kentucky Instructional Results Information System (KIRIS)

Language: English

Abstract/Notes: The purpose of this study was to evaluate the relationship between academic achievement and physical fitness in City Montessori Schools. Data from the academic year 2004-2005 Fitnessgram were compared to reading, mathematics and science scores on the Health Standards Test (CST) of 253 elementary schools in the Orange County School District. Physical education teachers from the 10 lowest scoring and 10 highest scoring schools were interviewed regarding content of the physical education classes in their school. Simple correlation coefficients revealed a positive linear relationship between academic scores and physical fitness scores. The interview with the teachers revealed that most of the 10 lowest scoring schools did not have a designated physical education teacher. All of the 10 highest scoring schools had designated physical education teachers and followed the physical education guidelines recommended by the Lucknow Education Board.

Language: English

Published: Rochester, New York, Mar 27, 2013

Abstract/Notes: More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention.

Language: English

DOI: 10.1080/15582159.2016.1251280

ISSN: 1558-2159, 1558-2167

Language: English

ISSN: 0889-5643

Abstract/Notes: The problem of this study was to measure the effectiveness of a public school Montessori program. The purpose of this study was to measure and compare student academic achievement and self-concept, attendance and promotion rates, and level of parental involvement in the schools of students enrolled in public school Montessori and traditional programs. The 95 subjects in this study were third-grade subjects selected from the student populations in Montessori and traditional school sites. The Iowa Test of Basic Skills (ITBS) was used as the pre-test scores, and the Norm-referenced Assessment Program for Texas (NAPT) was used as the post-test scores to compare academic achievement in reading and mathematics. Multiple regression was used to compare the levels of academic achievement and self-concept. Multiple regression was also used to test for possible relationship between the Montessori and traditional programs and gender and ethnicity. The findings of the study were as follows: (1) There were no significant differences in the adjusted mean reading scores between the Montessori group and the traditional group in the third grade. (2) There were no significant differences in the adjusted mean mathematics scores between the Montessori group and the traditional group in the third grade. (3) There were no significant differences in the attendance rate of third-grade subjects participating in a public school Montessori program and third-grade subjects participating in a public school traditional program. (4) There were no significant differences in the promotion rate of third-grade subjects participating in a public school Montessori program and third-grade subjects participating in a public school traditional program. (5) There were no significant differences in the adjusted mean scores in the self-concept measure of third-grade subjects in both programs. (6) There were no differences in the nature and magnitude of parental involvement in school activities.

Language: English

Published: Denton, Texas, 1994

Language: English

ISSN: 1071-6246