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

Advanced Search

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

1009 results

Article

On Readiness for School

Publication: NAMTA Quarterly, vol. 2, no. 3

Pages: 28-44

North American Montessori Teachers' Association (NAMTA) - Periodicals, Readiness for school

See More

Language: English

Master's Thesis

Vilka metoder väljer förskollärare och barnskötare för arbetet med förskolebarns skriv- och läsutveckling? [What methods do preschool teachers and childminders choose for the work with preschool children's writing and reading development?]

Available from: DiVA Portal

See More

Abstract/Notes: Syftet med studien var att få kunskap om de metoder som förskollärarna använder vid arbetet med skriv- och läsutveckling. I studien ingick sju förskolor där de ansvariga förskollärarna/barnskötarna ...

Language: Swedish

Published: Stockholm, Sweden, 2013

Book

Guidelines for Operating a Montessori School: Standard Operating Procedures for a Montessori School

See More

Language: English

Published: [S.I.]: Fleege, 1984

Edition: 9. ed

Article

Why Do We Pay for a Montessori School When We Could Send Our Children to Public School for Free?

Publication: Tomorrow's Child, vol. 17, no. 1

Pages: 21

See More

Language: English

ISSN: 1071-6246

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

ISSN: 1071-6246

Article

✓ Peer Reviewed

Does Preschool Curriculum Make a Difference in Primary School Performance: Insights into the Variety of Preschool Activities and Their Effects on School Achievement and Behaviour in the Caribbean Island of Trinidad; Cross-Sectional and Longitudinal evidence

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 103, no. 1

Pages: 27-42

Americas, Caribbean, Latin America and the Caribbean, Trinidad and Tobago

See More

Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.

Language: English

DOI: 10.1080/0300443941030103

ISSN: 0300-4430, 1476-8275

Book Section

Montessori and the Process of Education: Readiness for Learning; The Geneva School; The Importance of Structure; Intuitive and Analytic Thinking; Aids to Teaching; Motives for Learning

Book Title: Education for Human Development: Understanding Montessori

Pages: 50-63

See More

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020

ISBN: 978-90-79506-35-4

Series: Montessori Series , 11

Article

✓ Peer Reviewed

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children

Available from: APA PsycNet

Publication: Journal of Educational Psychology, vol. 106, no. 4

Pages: 1066-1079

African American community, African Americans, Americas, Latin American community, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

See More

Abstract/Notes: Within the United States, there are a variety of early education models and curricula aimed at promoting young children's pre-academic, social, and behavioral skills. This study, using data from the Miami School Readiness Project (Winsler et al., 2008, 2012), examined the school readiness gains of low-income Latino (n = 7,045) and Black (n = 6,700) children enrolled in 2 different types of Title-1 public school pre-K programs: those in programs using the Montessori curriculum and those in more conventional programs using the High/Scope curriculum with a literacy supplement. Parents and teachers reported on children's socio-emotional and behavioral skills with the Devereux Early Childhood Assessment (Lebuffe & Naglieri, 1999), whereas children's pre-academic skills (cognitive, motor, and language) were assessed directly with the Learning Accomplishment Profile-Diagnostic (Nehring, Nehring, Bruni, & Randolph, 1992) at the beginning and end of their 4-year-old pre-K year. All children, regardless of curriculum, demonstrated gains across pre-academic, socio-emotional, and behavioral skills throughout the pre-K year; however, all children did not benefit equally from Montessori programs. Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages. Conversely, Black children exhibited healthy gains in Montessori, but they demonstrated slightly greater gains when attending more conventional pre-K programs. Findings have implications for tailoring early childhood education programs for Latino and Black children from low-income communities.

Language: English

DOI: 10.1037/a0036799

ISSN: 0022-0663, 1939-2176

Book

Creating the Multi-Age Classroom: Organization, Curriculum, Instructional Strategies and Assessment for the Multi-Age Classroom Plus Considerations for Getting Started and Techniques for Classroom Management

See More

Abstract/Notes: Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of

Language: English

Published: Edmonds, Washington: CATS Publications, Apr 1995

Edition: Revised

ISBN: 1-886753-03-2

Article

✓ Peer Reviewed

Proposal by Sylvia Pankhurst for an Ethiopian Women’s College, 1959: A Suggested Curriculum for a College of Education for Young Women

Available from: Taylor and Francis Online

Publication: Gender and Education, vol. 20, no. 1

Pages: 67-75

Africa, East Africa, Ethiopia, Sub-Saharan Africa, Sylvia Pankhurst - Biographic sources, Trainings

See More

Language: English

DOI: 10.1080/09540250701763566

ISSN: 0954-0253

Advanced Search