Language: English

Language: English

Abstract/Notes: The purpose of this study was to identify competencies for the professional component of a program for preparing nursery school teachers in Guyana. It incorporated a definition of the purposes of the national Nursery Education Program in Guyana and a definition of the behaviors associated with teaching in the nursery schools through: (1) A review of the literature encompassing programs for young children; roles of teachers in programs for young children; competencies for teachers of young children and competency-based teacher education. (2) The development of an interview schedule to gather data about the purposes of nursery schools and the behaviors associated with teaching in the nursery schools in Guyana. (3) Use of the interview schedule to conduct personal interviews with uncertified teachers, certified teachers, supervisors, parents and lecturers attached to the Nursery Education Program in Guyana. (4) Content analysis of the responses to the interview questions. The data indicated that the respondents were aware of the purposes of nursery schools and what constitutes effective teaching in these schools. The information generated through the analysis provided the basis for the formulation of competencies for nursery school teachers in Guyana. The identified competencies are overarching; stated as behaviors to be demonstrated by certified nursery school teachers; and are categorized under the goals of the Guyana Nursery Education Program.

Language: English

Published: New York, 1982

Abstract/Notes: This study compares the opinions of public school teachers of their classroom teaching skills due to participation in the Montessori model of teacher training and the traditional teacher education training programs. The data were collected through a survey of 223 public Montessori schools across the United States. The design used in this study is causal comparative to establish cause and effect. The independent variable is the participation in the Montessori Model of Teacher Training. The dependent variables are the opinions of public school teachers as perceived from participation in the Montessori Model of Teacher Training. Comparisons of teacher opinions were compiled from a survey to ascertain the impact of participation in the Montessori Model of Teacher Training. The population for this study included all teachers employed in the public Montessori schools. The sample included the entire population of teachers who participated in traditional teacher training to earn state licensure and in a Montessori teacher training program. A total of thirty-eight states were included in the survey. A total of 560 surveys were received from the population sample. The teachers surveyed included 81% females and 19% males. The years of teaching experience in public schools were 0–5 years 31%; 6–10 years 28%; 11–15 years 16%; and over 15 years 25%. The years of teaching experience in Montessori schools were 0–5 years 57 %; 6–10 years 23%; 11–15 years 11%; and over 15 years 9%. The basic conclusions from this study indicated that there are significant differences, p < .05, in the responses of teachers who participated in the Montessori model of teacher training and the traditional teacher training for preparation of classroom instruction. In 11 out of the 12 survey items, the diverse approach of teaching used in the Montessori model of teacher training was perceived to be superior to traditional teacher training. However, in one survey question, the traditional teacher training was viewed superior for preparation of teaching in a whole group setting. This study suggest that the responses of teachers strongly recommend the Montessori model of teacher training.

Language: English

Published: Orangeburg, South Carolina, 1997

Language: English

Published: Houston, Texas, 1978

Language: English

Published: Memphis, Tennessee, 1977

Abstract/Notes: This action research project investigated how to establish effective instruction and learning tools, specifically, Google Slides within Google Classroom, in an online Montessori Teacher Training Center. Effective instruction includes ways to simulate the positive experiences found in an inperson model, such as community building and collaborative learning. This study investigated training modules, surveys, document collection, and interviews of enrolled adult learners and program instructors. Students and instructors had similar previous experience with Gmail and Google Docs, and less experience with Google Slides. Following the intervention, students reported that Google Slides worked well as an asynchronous learning tool, and the positivity of the impact changed depending on how Google Slides was used. Based on these results, I recommend that instructors incorporate multi-media into Google Slides for both shared and individual use. It is important to consider ways to incorporate group participation in shared Google Slides. Overall, Google Slides is an effective way to engage students in an online setting.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: Mahatma Gandhi's speech in 1931.

Language: English

ISSN: 2215-1249, 2772-7319

Language: English

ISSN: 0884-0598

Language: English