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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

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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

Article

A Montessori School for Native Americans: At Tulalip, It's Not the First Time [Tulalip Tribes, Marysville, Washington]

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

Publication: Public School Montessorian, vol. 7, no. 4

Pages: 12

Americas, Indigenous communities, Indigenous peoples, Montessori method of education, Montessori schools, North America, Tulalip School (Washington), United States of America

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Language: English

ISSN: 1071-6246

Article

Agency and School News; Montessori Method at the Tulalip School

Available from: National Archives (USA)

Publication: Indian School Journal, vol. 13, no. 1

Pages: 26

Americas, Indigenous communities, Indigenous peoples, North America, Tulalip School (Washington), United States of America

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Abstract/Notes: This is an excerpt from the Everett (Wash.) Herald.

Language: English

ISSN: 0364-7056

Article

All Together Now: Seattle Program Sends High Schoolers to Montessori Preschool Classroom [Casa Maria Montessori Lab School, Ballard High School, Seattle, Washington]

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

Publication: Public School Montessorian, vol. 17, no. 3

Pages: 8

Public Montessori

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Language: English

ISSN: 1071-6246

Article

The Birth of a Public School Montessori Program [Central Kitsap School District, Washington]

Publication: Montessori Life, vol. 4, no. 1

Pages: 11

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Language: English

ISSN: 1054-0040

Article

School of the Month: John Burroughs Public School, Washington, D.C.

Publication: AMI/USA Bulletin, vol. 1, no. 3/4

Pages: 3-5

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Language: English

Article

Peace Pieces: A Peace Pole Unites a Washington School [Central Kitsap School District]

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

Publication: Public School Montessorian, vol. 10, no. 2

Pages: 27

Public Montessori

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Language: English

ISSN: 1071-6246

Article

USA: Montessori-Pädagogik in der Grundschule: ein portrait der Butler School in Darnestown, Maryland, USA [USA: Montessori Education in Elementary School: a portrait of the Butler School in Darnestown, Maryland, USA]

Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 38, no. 3

Pages: 150-163

Americas, Montessori method of education, North America, United States of America

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Language: German

ISSN: 0944-2537

Article

Program Profiles [Clissold School, Chicago, Illinois; Bonneville Elementary School, Pocatello, Idaho; Reading Community School, Reading, Ohio]

Publication: Public School Montessorian, vol. 1, no. 2

Pages: 9

Public Montessori

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Language: English

ISSN: 1071-6246

Book

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

Available from: ERIC

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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

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