Language: English

Language: English

Language: English

ISSN: 1071-6246

Abstract/Notes: Multiage classrooms are an increasingly popular way to restructure schools. To be successful, multiage classrooms must shift their focus from teaching curriculum to teaching children. Strategies recommended for making multiage teaching successful include a process approach to learning, facilitation by the teacher, an integrated curriculum, appropriate learning environments, cross-age learning, flexible groupings, and portfolio assessment. (TM)

Language: English

DOI: 10.1080/00094056.1995.10522590

ISSN: 0009-4056, 2162-0725

Language: English

Published: Chicago, Illinois, 2012

Language: English

ISSN: 1054-0040

Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)

Language: English

Pages: 45

Language: English

Abstract/Notes: Objectives The Montessori Assessment System (MAS) is an assessment tool that aims at assessing preserved abilities in persons with moderate to severe dementia and to serve as basis for person-centered interventions. As responsive behaviors are highly frequent in this population, we assessed their possible influence on the MAS administration and results.Methods 193 persons with a diagnosis of dementia in the moderate to severe stages living in nursing homes completed the MAS. Responsive behaviors were assessed by the Neuropsychiatric Inventory (NPI).Results The NPI scores were heterogeneous, but responsive behaviors were present for at least 5 NPI domains in more than 50% of the participants. While NPI scores had weak relationships with MAS completion time and total score, primarily for the hallucinations, euphoria, and aberrant motor behaviors domains, a large majority of the participants fully completed the MAS.Conclusions The presence of responsive behaviors as assessed by the NPI does not limit MAS administration, despite minor influence on MAS score and completion time.Clinical implications The MAS may be applied to persons with moderate to severe dementia presenting responsive behaviors. Assessment of preserved abilities can greatly improve the design of person-centered care plans in this population.

Language: English

DOI: 10.1080/07317115.2021.1924333

ISSN: 0731-7115

Language: English

ISSN: 1054-0040