Language: English

ISSN: 0028-5048

Language: English

DOI: 10.1007/s40839-014-0007-0

ISSN: 2199-4625

Language: English

ISSN: 0027-0172

Abstract/Notes: Jewell approaches the topic through an intersectional lens, using gender-neutral terms to ensure that each person reading the book feels represented. Rather, the work is a lifelong process that perpetually offers opportunities to learn, grow, make mistakes, and expand our understanding of the bias, predispositions, and prejudice inherent in our culture. [...]as I mentioned before, this book is just one step in the lifelong j ourney of antiracism on an individual level and as a society.

Language: English

ISSN: 1054-0040

Abstract/Notes: The low level of reading comprehension in elementary school students can certainly affect their learning motivation in the learning process. To overcome this problem, this study aims: to investigate the effect of the Montessori-based Big Book on understanding Early Reading Skills and Learning Motivation. Quasi-experimental design was applied in this study. There were 26 students (14 males and 12 females) from SDN Pucang 4 as an experimental group and 23 students (13 males and 10 females) from SDN Pucang 2 were included as a control group. Data analysis in this study used an independent sample t-test with a significance level of 0.05. The results showed that students in the experimental group had higher scores better than the control group. This shows that the Montessori-based Big Book significantly promotes understanding of Early Reading Skills and Learning Motivation in the experimental group compared to control group students.

Language: English

ISSN: 1006-7930

Language: English

Published: New York: Schocken Books, 1964

Abstract/Notes: A teacher’s understanding of themselves has a great impact on their emotional well-being and job satisfaction. Teachers who have a good understanding of themselves, have intrapersonal intelligence, emotional intelligence, self-awareness, emotional competence, a well-developed identity and self-concept. Teachers who have a good understanding of themselves have positive classroom management, teaching effectiveness, relations with students, self-actualization, and self-fulfillment. However, a teacher’s understanding of themselves is not something emphasized in teacher training programs. The research led to the creation of a handbook to help teachers understand their emotions, values, and beliefs to increase their effectiveness in the classroom. Participants reported that the handbook helped them increase their self-awareness.

Language: English

Published: Moraga, California, 2020

Abstract/Notes: Parent-teacher partnership could dramatically improve educational outcomes for students (Bikmaz & Guler, 2003; Epstein, 2001). However, most teachers and parents lack knowledge and resources for creating this relationship (Christenson, 2004; Epstein, 2001; Henderson & Mapp, 2002). The interactive handbook is a tool for Montessori elementary educators and parents that addresses the common barriers to connection and develops a partnership to provide a continuation of lessons and values from the classroom to the home. The implementation is focused on the Montessori elementary context as it correlates to the "cosmic education" philosophy. Current parents and teachers in the public and private sector of Montessori elementary education evaluated the handbook, and their feedback was incorporated to be the most relevant and effective tool possible.

Language: English

Published: Moraga, California, 2011

Abstract/Notes: This resource book contains a variety of information on multiage practice, and instruction in mixed-age and grade-level classrooms. The first two parts of the book contain 24 reprinted articles: (1) "Ready To Learn: A Seven-Step Strategy"; (2) "On Tracking and Individual Differences: A Conversation with Jeannie Oakes"; (3) "Multiage Grouping"; (4) "Multiage Classrooms: Children Learning at Their Own Speed"; (5) "Multi-Age Programs in Primary Grades"; (6) "Multiage: Why It's Needed"; (7) "Questions and Answers about Multiage Programs"; (8) "The Whys and Hows of the Multi-Age Classroom"; (9) "Off the Track: Children Thrive in Ungraded Primary Schools"; (10) "Multi-Age Classrooms: Option to an Outdated System"; (11) "When Your Principal Asks: What Can I Expect To See in Multi-Age Classrooms?"; (12) "The Country School Comes to Town: A Case Study of Multiage Grouping and Teaching"; (13) "The Gift of Time"; (14) "Ungraded Primaries Begin To Take Over in Kentucky"; (15) "Warm Up to

Language: English

Published: Peterborough, New Hampshire: Society for Developmental Education, 1993

ISBN: 0-9627389-6-4

Abstract/Notes: Studies have criticized age-graded schools as creating a barrier to meeting the goals of equity and instructional excellence in schools. This handbook provides research on multiage classroom practices and argues that a multiage system better addresses and meets students' needs. Information is presented on the following topics: educational reform, parental education, cooperation in implementation, class size, multiyear teaching, grouping for purpose, time challenges, thematic planning, multiple intelligences, music in the multiage classroom, physical education in the multiage classroom, art in the multiage classroom, student-directed learning, assessment, and several case studies of working multiage classrooms. A large section of the handbook contains profiles from 13 working multiage classroom schools. Sample information from these schools includes report cards, assessment tools, curriculum outlines, sample letters to parents, grant requests, and bibliographies. A glossary of

Language: English

Published: Peterborough, New Hampshire: Crystal Springs Books, The Society for Developmental Education, 1996

ISBN: 1-884548-05-9