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538 results

Article

Private Schools, Public Money: How Independent Schools Have Used the Bond Market to Finance Expansion

Publication: Public School Montessorian, vol. 18, no. 3

Pages: 12-13

Public Montessori

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Abstract/Notes: Includes three case studies

Language: English

ISSN: 1071-6246

Article

The Future of Independent Schools

Publication: Montessori Society Quarterly Bulletin (England)

Pages: 23-26

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Language: English

Doctoral Dissertation

The New Independent Schools: A Study of Their Characteristics and Patrons' Expectations

Available from: University of Southern California - Digital Library

Americas, Independent schools, Montessori schools, North America, United States of America

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Abstract/Notes: This study was concerned with the emergence of a new form of private school in the United States and particularly within the state of California, the new independent school, and with the parents of children attending these schools. The problem of the study was to highlight and define the existence of new independent schools; to identify their characteristics; to determine their scope and influence; to establish their potential contributions to the public school system; and to describe the backgrounds, motivations, and educational expectations of the parents supporting such schools.

Language: English

Published: Los Angeles, California, 1975

Article

Registration of Independent Schools

Publication: Montessori Society Quarterly Bulletin (England)

Pages: 21-23

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Language: English

Article

Independent Schools Expo

Publication: Montessori Matters, no. 1

Pages: 16–18

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Language: English

Article

Ontario Federation of Independent Schools and Montessori

Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 3, no. 1

Pages: 5

Americas, Canada, North America

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Language: English

Article

Three Expressions of Faith in the Child: Snapshots of Christian, Islamic and Jewish Independent Schools

Publication: Public School Montessorian, vol. 20, no. 1

Pages: 1, 24-25

Public Montessori

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Abstract/Notes: Child's Way Jewish School (West Orange, New Jersey); Bayt Yeladeem Children's House (Elkins Park, Pennsylvania); Islamic School of Seattle (Seattle, Washington); Way of the Shepherd Catholic Montessori (Minneapolis, Minnesota)

Language: English

ISSN: 1071-6246

Article

Corporations Eye Independent Schools

Publication: Public School Montessorian, vol. 18, no. 4

Pages: 14, 18

Public Montessori

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Abstract/Notes: When founders retire; includes two case studies.

Language: English

ISSN: 1071-6246

Article

Mainstreaming in Independent Schools

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 5, no. 4

Pages: 18-19

Public Montessori

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Language: English

ISSN: 1071-6246

Doctoral Dissertation (Ed.D.)

Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System

Available from: ProQuest - Dissertations and Theses

Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom

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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.

Language: English

Published: Stillwater, Oklahoma, 2006

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