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Book Section
Curricular Considerations in Programs for the Retarded: Application of the Montessori Model
Book Title: Montessori and the Special Child
Pages: 73-81
Brain-damaged children, Children with disabilities, Developmentally disabled children, Montessori method of education, Special education
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Language: English
Published: New York: Putnam's sons, 1969
Book Section
Aspekte einer "modernen" curricularen und entwicklungspsychologischen Artikulation des Montessori-Systems
Book Title: Beiträge zur Montessori-Pädagogik 1977
Pages: 93-108
Montessori method of education - Criticism, interpretation, etc.
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Language: German
Published: Stuttgart, Germany: Klett-Cotta, 1977
ISBN: 978-3-12-927690-7
Report
Experimental Variation of Head Start Curricula: A Comparison of Current Approaches, Annual Progress Report, June 1, 1969 - May 31, 1970
Available from: ERIC
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Abstract/Notes: Two major questions were raised in regard to four types of preschool programs. (1) Do programs differ in actual operation as well as descriptively? (2) Do programs have significantly different effects on children? Analysis of data obtained on samples of four classrooms in each of three programs (Bereiter-Engelmann, DARCEE, Traditional) and two classrooms in the fourth program (Montessori), showed clear differences. Despite within-program teacher differences on variables assessed by monitoring procedures (observation, television), results provide no evidence that the teachers' (N=14) characteristics were a source of difference among programs. Results also indicate that a brief four to eight week teacher training program supplemented by visits from consultants is adequate for identifiable program implementation. The four programs did have significantly different effects on children's cognitive, social, and/or motivational development. The immediate effects of Bereiter-Engelmann and DARCEE were statistically significant in academic and motivational development. The effects of Bereiter-Engelmann were largely confined to cognitive and academic areas. The effects of DARCEE were more diffuse and most evident in the areas of motivation and attitudes. Sex differences occurred. In general, results indicate that the immediate impact was superior for the two most didactic programs. (WY)
Language: English
Published: Louisville, Kentucky, May 31, 1970
Master's Thesis
Differentiation of instructional and curricular practices for gifted students in Montessori classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The major purpose of this study was to determine if and how Montessori classrooms differentiate instructional and curricular practices for gifted and talented students. The Classroom Practices Record (Westberg, Dobyns, Archambault, 1990) was used to determine the degree of differentiation. Observations were made of gifted and average children in four private elementary AMS affiliated Montessori classrooms in Indiana. The collected data were analyzed descriptively. The results indicate that little differentiation occurred in verbal or curricular practices for gifted and talented students within the observed classrooms.
Language: English
Published: Waco, Texas, 2000
Report
Experimental Variation of Head Start Curricula: A Comparison of Current Approaches. Annual Report, June 12, 1968-June 11, 1969
Available from: ERIC
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Abstract/Notes: In this study, investigators made an experimental comparison of four curricula for Head Start classes: (1) the official (or "traditional") Head Start program, emphasizing enrichment of experience, individual differences, a climate of freedom, and learning by doing, (2) the DARCEE program, emphasizing reinforcement of attitudes combined with training in basic skills and intensive work with mothers, (3) the academic drills approach of Bereiter and Engelmann, emphasizing the ability to handle linguistic and numerical symbols, and (4) the Montessori program, characterized by a high degree of structure in respect to the analysis and sequencing of tasks, combined with great flexibility in that each child is expected to pursue his own interests. During the 1968-69 school year 14 classes were conducted--two Montessori classes, and four classes in each of the other program styles. The 4-year-olds in these classes were pre- and posttested with nine instruments, selected to assess gains in cognitive, motivational, social, and perceptual development. A non-preschool control group was also tested. Classes were monitored periodically throughout the year to assess treatment dimensions. All phases of the first year of this study are now complete. Data analysis is in process. Tables and appendices are included. (Author/NH)
Language: English
Published: Louisville, Kentucky, Jun 11, 1969
Report
Experimental Variation of Head Start Curricula: A Comparison of Current Approaches. (November 1, 1969-January 31, 1970)
Available from: ERIC
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Abstract/Notes: This paper reports results of the first year of a 2-year comparative study of four curricula used for disadvantaged preschool children: Bereiter-Engelmann, DARCEE, Montessori, and Traditional (the official Head Start program). Details of the study design and procedures are contained in the abbreviated Annual Progress Report for 1968-1969 (PS 003 034). Treatment (program) dimensions were assessed by in-class monitoring of teachers and children using a time-sampling procedure, and by video-tape monitoring of teachers in their classrooms. Significant differences were found among the four curricula on a number of dimensions of behavior for both teachers and children, most of these differences being in predicted directions. Treatment effects were assessed by use of a variety of cognitive, social, motivational, perceptual, and achievement measures. Programs had significantly different effects on the children with respect to a number of variables measured, such as curiosity, initiative, arithmetic, and verbal participation. Preliminary regression analyses on the relationship between teaching techniques monitored in class and dependent variables have produced multiple R's between .229 and .419 and partial R's between - .293 and .307. No interpretation has been made, pending the inclusion of variables from the video-tape monitoring. (Author/NH)
Language: English
Published: Louisville, Kentucky, Jan 31, 1970
Doctoral Dissertation
A Comparison of a Montessori and a Traditional Preschool Curricula
Available from: ProQuest - Dissertations and Theses
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Language: English
Published: Lawrence, Kansas, 1973
Article
High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis
Available from: SAGE Journals
Publication: Educational Researcher, vol. 36, no. 5
Date: 2007
Pages: 258-267
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Abstract/Notes: Using the method of qualitative metasynthesis, this study analyzes 49 qualitative studies to interrogate how high-stakes testing affects curriculum, defined here as embodying content, knowledge form, and pedagogy. The findings from this study complicate the understanding of the relationship between high-stakes testing and classroom practice by identifying contradictory trends. The primary effect of high-stakes testing is that curricular content is narrowed to tested subjects, subject area knowledge is fragmented into test-related pieces, and teachers increase the use of teacher-centered pedagogies. However, this study also finds that, in a significant minority of cases, certain types of high-stakes tests have led to curricular content expansion, the integration of knowledge, and more student-centered, cooperative pedagogies. Thus the findings of the study suggest that the nature of high-stakes-test-induced curricular control is highly dependent on the structures of the tests themselves.
Language: English
ISSN: 0013-189X
Article
Follow-up of Children from Academic and Cognitive Preschool Curricula at 12 and 16
Available from: SAGE Journals
Publication: Exceptional Children, vol. 71, no. 3
Date: 2005
Pages: 301-317
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Abstract/Notes: We report here cognitive and academic outcome measures at ages 12 and 16 for approximately 80% of a sample of 205 children who had been randomly assigned to 2 programs for developmentally delayed preschoolers, Direct Instruction (DI) and Mediated Learning (ML). There were no main effect differences between programs, but there were aptitude-by-treatment interactions similar to those found earlier: initially lower functioning students benefited more from the ML program, whereas initially higher functioning students benefited more from the DI program. Multiple regression analyses suggested that lower scores on cognitive and academic achievement measures are associated with greater experience in special education, even controlling for preschool period ability measures, gender, and ethnicity. The challenges of interpreting this result are discussed.
Language: English
DOI: 10.1177/001440290507100306
ISSN: 0014-4029, 2163-5560
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