Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

667 results

Article

Postcard from Qatar: Middle East Adventure for Kiwi Teacher

Publication: Montessori NewZ, vol. 20

Pages: 15

Asia, Middle East, Qatar, Western Asia

See More

Language: English

Article

International News [Middle East, USA, Pacific]

Publication: Montessori Courier, vol. 1, no. 1

Pages: 18–19

See More

Language: English

Book

Why an Ungraded Middle School. Chapter 1, How to Organize and Operate an Ungraded Middle School. Successful School Administration Series

Available from: ERIC

See More

Abstract/Notes: Experience of the Liverpool Middle School, Liverpool, New York, provides a rationale for organizing school systems to include ungraded middle schools. If, as evidence indicates, today's youth are maturing earlier, are more sophisticated, and are capable of greater accomplishment, then the traditional grade 7-8-9 arrangement does not meet the needs of ninth grade students while elementary schools can not meet the needs of sixth grade students. It is felt that grouping students by grades 6, 7, and 8 in the middle school aided solution of this problem. By introducing a multi-age grouping of students for each subject, each student's unique qualities and individual capabilities were recognized and given full educational advantage. This ungraded system required curriculum reform and flexible scheduling which were implemented along with a system of team teaching. Problems of team isolation, friction within teams, curriculum oriented outlooks, unwillingness to regroup students, and lack of evaluation of innovations were being solved. Progress made with the middle school concept indicates its viability. (TT)

Language: English

Published: [S.I.]: Prentice-Hall, Inc, 1967

Article

Seattle Adds Public Middle School Program [Meany Middle School]

Publication: Public School Montessorian, vol. 10, no. 4

Pages: 22

Public Montessori

See More

Language: English

Article

Exploring Montessori Programs for the Middle School Years: Athens [GA] Montessori Middle School: A Place for the Adolescent

Publication: Tomorrow's Child, vol. 11, no. 4

Pages: 5–7

See More

Language: English

Article

Caught in the Middle: Teaching Interdependence to Early Adolescents in the Montessori Middle School

Publication: Tomorrow's Child, vol. 2, no. 2

Pages: 2–5

See More

Language: English

Doctoral Dissertation

Examining the Transition Experience of Students from Multiage Elementary Programs to Single-Grade Classrooms at the Middle School

Available from: ProQuest Dissertations and Theses

See More

Abstract/Notes: Multiage programming is a school reform option used throughout the United States. Much of the current literature focuses on the short-term benefits of multiage programs, particularly at the elementary level, with little consideration for long-term effects or for what might happen to students once they leave the multiage classroom and enter middle school. While there has been significant research that generalizes the transition experience of the general population of students, there has been limited research conducted on this transition experience for this specific population, the multiage elementary student. The purpose of this simultaneous, mixed methods study was to provide an in-depth examination of the transition effects on students who transition from multiage elementary classrooms to traditional single-grade classrooms at the middle school. In this study, eight students who had previously attended multiage elementary classrooms were given the Piers-Harris 2 Children's Self Concept Scale at three points, fall, winter, and spring during their first year in middle school to assess the students' social and emotional well-being during the transition. Students were also administered a middle school transition questionnaire to identify what procedural, academic, or social issues were of concern to them. Students were interviewed about their transitional experiences. In the analysis of the data showed that the students' overall sense of self and self-esteem improved over the course of the transitional year. Student concerns with procedures, academics, and social life decreased over the course of the year. The following major categories emerged from the interviews: (a) adjusting to the structure of middle school, (b) adjusting to new academic demands, (c) managing relationships with teachers and peers, and (d) changing sense of self. The findings have implications for middle level educators, multiage classroom elementary educators and for parents.

Language: English

Published: Chicago, Illinois, 2012

Article

Low Initial Enrollment Dooms Middle School [Margaret Allen Middle School, Nashville, Tennessee]

Publication: Public School Montessorian, vol. 17, no. 2

Pages: 1, 21

Public Montessori

See More

Language: English

Article

Politics Rife as Educators Meet: East and South Try to Line Up Middle West and Coast for Candidates; Leaders to Be Heard: David Starr Jordan, Mmr. Montessori and others to Address Sessions

Available from: California Digital Newspaper Collection

Publication: Sacramento Union (Sacramento, California)

Pages: 3

See More

Language: English

Article

East Dallas Takes Its Private Success Public [East Dallas Community School and Lindsley Park School, Dallas, Texas]

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

Publication: Public School Montessorian, vol. 13, no. 1

Pages: 16-17

Public Montessori

See More

Language: English

Advanced Search

Highlighted Collections

Browse a list of frequently requested searches and highlighted collections.

Highlighted Collection #1

Montessori in Indigenous Communities
tags:“indigenous" "communities”

Highlighted Collection #2

Montessori and African Americans
tags:“African American”

Highlighted Collection #3

Montessori in India
tags:“india"