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The Effects of Multiage Grouping on Achievement and Self-Concept
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Abstract/Notes: The effects of multi-age grouping on achievement and self-concept were studied. The achievement variables examined were reading and mathematics achievement as measured by the Stanford Achievement Tests. The Piers-Harris Children's Self-Concept Scale was used to measure self-concept. The groups studied consisted of single-age and multi-age classrooms of children in grades one through five. No significant differences were found between children in multi-age and single-age classrooms on any of the achievement measures. The multi-age classrooms had significantly higher mean scores on one of the six factors in the self-concept scale--happiness and satisfaction. The multi-age classrooms had slightly but consistently higher mean scores on the other five factor scores and on the total self-concept score but the differences were not significant. (Author)
Language: English
Published: Cortland, New York, Apr 1979
Book Section
The Happiness of Achievement
Book Title: What You Should Know About Your Child
Pages: 47-51
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007
ISBN: 978-90-79506-24-8
Series: Montessori Series , 4
Conference Paper
The Effects of Multiage Grouping on Verbal Interaction, Achievement and Self-Concept
Annual Conference of the American Association of School Administrators (112th, Anaheim, California, February 15-18, 1980)
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Abstract/Notes: Two studies were conducted on the effects of multiage classrooms. The first study investigated verbal interaction among children of different age groups and student-teacher interaction in multiage classrooms. Existing multiage classrooms in various settings were observed and information was recorded on the ages of the children initiating and receiving each interaction, the number of children in each age group who initiated interactions to the teacher, and the number of children in each age group who were present in the classroom. Interactions were classified as dominant, submissive, or neutral. Results indicate: (1) older children tended to initiate proportionately more interactions when three ages were grouped together, but not when only two ages were grouped together; (2) children of one age did not dominate the teacher's attention; (3) interaction within age groups was high and interaction between age groups was low when three age groups were present, but not when two age groups
Language: English
Published: Arlington, Virginia: American Association of School Administrators, Feb 1980
Article
Achievement and Self-Concept in Multiage Classrooms
Publication: Educational Research Quarterly, vol. 6, no. 2
Date: 1981
Pages: 69-75
Academic achievement, Americas, Comparative education, Elementary education, Language arts, Mathematics education - Achievement, Nongraded schools, North America, Reading - Academic achievement, Self-perception, United States of America
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Abstract/Notes: Effects of multiage grouping on achievement and self-concept were explored. No significant differences were found between children in multiage and single-age classrooms on any of the achievement measures. Multiage classrooms had higher mean scores on one of the six factors of the self-concept scale, Happiness and Satisfaction.
Language: English
ISSN: 0196-5042
Article
Aspects of Self-Regulated Learning and Their Influence on the Mathematics Achievement of Fifth Graders in the Context of Four Different Proclaimed Curricula
Available from: Frontiers in Psychology
Publication: Frontiers in Psychology, vol. 13, no. 963151
Date: Oct 11, 2022
Pages: 1-15
Mathematics - Academic achievement, Mathematics education - Achievement
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Abstract/Notes: Metacognition is a part of the models of self-regulated learning. The consideration of a broader context resonates with a social cognitive perspective approach to learning which dominates the educational academic field with the theory of self-regulated learning. Metacognition is considered a crucial factor influencing mathematics achievement. Furthermore, the affective field including pupils' self-efficacy, interest and motivation are the phenomena involved in mathematical problem-solving. On the other hand, metacognitive knowledge and metacognitive regulations are not a regular part of mathematics education in the Czech Republic. The main aim of this study was to investigate the relation between pupils' attitude toward mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and their achievement in solving mathematical problems. All together 1,133 students of Grade 5 from four types of Czech schools participated in the study. There were traditional schools; schools teaching mathematics by genetic constructivism, i.e., Hejný's method; Montessori schools; and Dalton schools were involved. The assessed variables, namely relation to mathematics; metacognitive knowledge; self-efficacy and motivation; metacognitive monitoring; and mathematical achievement were used as an input to regression analysis. Item-response theory was used for assessing the performance of the students and demands of the tasks. The metacognitive monitoring was detected as the most significant predictor of mathematics achievement for higher- and lower-performing students as well as for the item with high and low demands. The study reveals how the different mathematics curricula (un)support the metacognitive processes involved in mathematical problem-solving. The information allows teachers to spend sufficient time with particular types of mathematics problems whose solutions is determined by activation of metacognitive processes. This demonstrates the importance of including the activities for development of metacognitive monitoring in mathematics education.
Language: English
DOI: 10.3389/fpsyg.2022.963151
ISSN: 1664-1078
Article
School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria
Available from: Asian Institute of Research
Publication: Education Quarterly Reviews, vol. 4, no. 3
Date: 2021
Pages: 243-251
Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.
Language: English
DOI: 10.31014/aior.1993.04.03.335
ISSN: 2621-5799, 2657-215X
Article
A Year of Reading
Publication: Montessori Education, vol. 9, no. 1
Date: 1998
Pages: 7
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Abstract/Notes: Response to National Year of Reading
Language: English
ISSN: 1354-1498
Article
Preliminary Steps to Reading and Writing
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 7, no. 3
Date: Spring 1972
Pages: 9-14
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Language: English
ISSN: 0010-700X
Article
Motor Development Program: A Preparation for Writing and Reading
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 1
Date: Summer 1970
Pages: 5-19
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Language: English
ISSN: 0010-700X
Article
Writing before Reading?
Publication: Montessori Today (London), vol. 2, no. 1
Date: Jan/Feb 1989
Pages: 12-13
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Language: English
ISSN: 0952-8652