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Article
Montessori Head Start National Clearinghouse Slated [Marotta Montessori Schools of Cleveland, Ohio]
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 2, no. 1
Date: Oct 1993
Pages: 2
Americas, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Article
National Montessori Head Start Clearinghouse [Marotta Montessori Schools of Cleveland, Ohio]
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 2, no. 3
Date: May 1994
Pages: 6
Americas, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Doctoral Dissertation
Preventing the Preschool to Prison Pipeline: A Preliminary Study of the Effects of E-Coaching Head Start Teachers on Behavior-Specific Praise
Available from: Auburn University - Electronic Theses and Dissertations (ETD)
Americas, Head Start programs, Montessori method of education - Criticism, interpretation, etc., North America, Teachers, United States of America
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Abstract/Notes: The number of preschoolers expelled and suspended from school is the highest among all student groups. In the long run, preschool expulsions and suspensions can have statistically detrimental effects on a child's life trajectory. In addition, students who are expelled or suspended have a higher dropout rate than other students. Researchers suggested that professional development of evidence-based strategies for preschool teachers could effectively address this issue, as challenging behavior is the leading cause of suspension and expulsion for students. However, traditional methods of professional development have not proven to be effective. According to researchers, consistent coaching has been suggested as an effective way to develop professional competence. In this of this study, the effect of virtual coaching on Head Start teachers use of behavior-specific praise is examined. Head Start programs need cost-effective ways for their teachers to learn evidence-based strategies. Providing virtual coaching could alleviate these costs.
Language: English
Published: Auburn, Alabama, 2022
Article
Montessori: The Project Head Start of the 19th Century
Publication: Ave Maria, vol. 103/104
Date: 1966
Pages: 8-11
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Language: English
ISSN: 0197-5544
Article
Research: Denver Early Head Start Program Delivers
Publication: Public School Montessorian, vol. 16, no. 2
Date: Winter 2004
Pages: 29
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Abstract/Notes: Also: middle school research, public Montessori students' math, science achievement
Language: English
ISSN: 1071-6246
Article
Montessori and Head Start: A Working Model [Pierson Center, Florida]
Publication: Public School Montessorian, vol. 15, no. 3
Date: Spring 2003
Pages: 16-17
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Abstract/Notes: School for migrant workers
Language: English
ISSN: 1071-6246
Article
Start Ahead Committee Includes Montessorians
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 2
Date: Winter 1998
Pages: 30
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Language: English
ISSN: 1071-6246
Article
Interview: Linda Neugebauer: Head Start Lessons
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 3
Date: Spring 1998
Pages: 24-25
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Language: English
ISSN: 1071-6246
Article
Marotta [Montessori Schools of Cleveland] Head Start Cut Forces Closing of Clearinghouse
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 1
Date: Fall 1996
Pages: 30
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Language: English
ISSN: 1071-6246
Article
Does Learning the Alphabet in Kindergarten Give Children a Head Start in the First Year of School? A Comparison of Children’s Reading Progress in Two First Grade Classes in State and Montessori Schools in Switzerland
Available from: Taylor and Francis Online
Publication: Australian Journal of Learning Difficulties, vol. 22, no. 2
Date: 2017
Pages: 95-108
Europe, Switzerland, Western Europe
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Abstract/Notes: The main purpose of this study was to examine whether the age at which children start to learn to read affects their later progress. The study was conducted in Zürich, Switzerland, and compared a first grade class in a local school with two first grade classes in a Montessori school. It was found that although the Montessori children had an advantage over the local children in alphabet knowledge at entry to Grade 1, this was not translated into a significant advantage at the end of Grade 1 in either phonemic awareness or reading ability. Further analysis revealed that pretest alphabet knowledge for the whole group was significantly related to progress. In addition, scatterplots showed that some children started school with high levels of alphabet knowledge but did not make progress, indicating that alphabet knowledge is necessary for literacy progress but not sufficient.
Language: English
DOI: 10.1080/19404158.2017.1399913
ISSN: 1940-4158, 1940-4166