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Article
American Institute of Instruction, North Conway, N.H., July 2-5; Montessori
Available from: HathiTrust
Publication: Journal of Education (Boston), vol. 76, no. 4
Date: Jul 18, 1912
Pages: 89-90
Americas, Conferences, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English
ISSN: 0022-0574, 2515-5741
Article
Making Sense of Multiage: Socio-Emotional Benefits and Instructional Strategies Developmentally Appropriate Practice
Publication: Journal of Early Education and Family Review, vol. 10, no. 1
Date: 2002
Pages: 6-14
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Abstract/Notes: Examines the social and emotional benefits for children in early childhood multiage classrooms and the strategies teachers implement to promote those developmental domains. Explores findings about the social and emotional advantages for students, and presents advantages and disadvantages from the multiage perspective. Reviews findings on instructional strategies and implications for teaching and research. (SD)
Language: English
ISSN: 1084-6603
Article
Multiage Instruction and Inclusion: A Collaborative Approach.
Available from: ERIC
Publication: International Journal of Whole Schooling, vol. 3, no. 1
Date: 2007
Pages: 12–26
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Abstract/Notes: This article describes a multiage classroom led by three co-teachers who facilitate the education of 42 students ages six through nine years. The classroom is located in a public school district that practices inclusion and subscribes to the principles of whole schooling. A literature review defines the concepts of co-teaching, multiage education, and inclusion and demonstrates how the co-teachers practice the principles of whole schooling. A rich description of the classroom follows so that the reader may fully understand how to implement similar teaching strategies. Implications for practice are discussed. (Contains 2 tables.)
Language: English
ISSN: 1710-2146
Article
Implications of Instructional Materials on Oral Skills Among Early Childhood Learners in Central Zone, Kisumu County, Kenya
Available from: Journal Issues
Publication: International Journal of Educational Policy Research and Review, vol. 3, no. 2
Date: Apr 2016
Pages: 20-28
Africa, East Africa, Kenya, Montessori materials, Sub-Saharan Africa
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Abstract/Notes: This study was conducted in Kenya and focused on the use of instructional materials at the Early Childhood level. Purpose of the study was to establish the implications of instructional materials on oral skills among early childhood learners. The study adopted descriptive survey design. The target population comprised 42 head teachers, 126 teachers and 3180 leaners. It was found that that teaching using instructional materials improved the performance of learners in various learning activities such as repetition of letters, repetition of words and ability to write dictated words. The improved performance was in a range of 11% to 18%.
Language: English
ISSN: 2360-7076
Article
Theoretical Perspectives and Empirical Evidence Relevant to Classroom Instruction with Manipulatives
Available from: Springer Link
Publication: Educational Psychology Review, vol. 26, no. 1
Date: 2014
Pages: 1-7
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Abstract/Notes: The papers in this special issue focus on instructional strategies with manipulatives. Often described as “hands-on learning”, these strategies emphasize the use of physical and, more recently, virtual objects to represent target information and concepts. These strategies are frequently suggested as effective techniques for teaching across many domains of learning. This special issue presents contemporary theoretical perspectives and empirical evidence, regarding instructional manipulatives with a focus on application in classroom contexts. In this introduction, we present the primary topics of interest to the special issue and provide broad overviews of the contributors’ papers.
Language: English
DOI: 10.1007/s10648-014-9257-3
ISSN: 1040-726X, 1573-336X
Article
Observations of Instruction in Lower-Grade Arithmetic in English and Scottish Schools
Available from: JSTOR
Publication: Arithmetic Teacher, vol. 7, no. 4
Date: Apr 1960
Pages: 165-177
England, Europe, Great Britain, Northern Europe, Scotland, United Kingdom
Article
The Application of Student Portfolios in Primary-Intermediate and Self-Contained-Multiage Team Classroom Environments: Implications for Instruction, Learning, and Assessment
Available from: Taylor and Francis Online
Publication: Applied Measurement in Education, vol. 13, no. 2
Date: 2000
Pages: 209-228
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Abstract/Notes: Portfolios have gained wide acceptance as a learning and assessment tool. Yet, little research has been reported on the practices of teachers who are actually using portfolios within their classrooms and how those practices are moderated by contextual variables. This research examined the instructional, learning, and assessment roles of student portfolios and explored, from the perspective of the classroom teacher, variations in portfolio applications associated with teaching level (primary vs. intermediate) and classroom environment (self-contained vs. multiage-teaming). Kindergarten through Grade 5 teachers in 13 elementary schools completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine for patterns of portfolio use, a subset of teachers was interviewed to explore the perceptions that teachers hold about the impact of student portfolios on themselves and on their students. The results suggest that Kindergarten through Grade 5 teachers make deliberate decisions regarding uses of their students' portfolios, decisions that appear heavily impacted by the maturity or skill level of the child, the purposes of the application, and the classroom environment within which the application occurs. They also depend on whether the portfolio product is in a formative state (working portfolio) or final state (performance portfolio).
Language: English
DOI: 10.1207/S15324818AME1302_5
ISSN: 0895-7347
Article
The Public Montessori Principal: How Teachers View Their Principals as Instructional Leaders
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 7, no. 3
Date: Spring 1995
Pages: 10-11
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Language: English
ISSN: 1071-6246
Article
'Individualized Instruction': Is it Montessori?
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 1
Date: Summer 1970
Pages: 3-4
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Language: English
ISSN: 0010-700X
Article
Mathematics Instruction: An Anisa Approach
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 2, no. 2
Date: Summer 1975
Pages: 47-52
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Language: English
ISSN: 0010-700X