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Report
The Effects of Multiage Grouping on Achievement and Self-Concept
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Abstract/Notes: The effects of multi-age grouping on achievement and self-concept were studied. The achievement variables examined were reading and mathematics achievement as measured by the Stanford Achievement Tests. The Piers-Harris Children's Self-Concept Scale was used to measure self-concept. The groups studied consisted of single-age and multi-age classrooms of children in grades one through five. No significant differences were found between children in multi-age and single-age classrooms on any of the achievement measures. The multi-age classrooms had significantly higher mean scores on one of the six factors in the self-concept scale--happiness and satisfaction. The multi-age classrooms had slightly but consistently higher mean scores on the other five factor scores and on the total self-concept score but the differences were not significant. (Author)
Language: English
Published: Cortland, New York, Apr 1979
Article
A Scientific World and a Scientific Education: The Montessori System of Education - The English Village School
Available from: HathiTrust
Publication: Primary Plans, vol. 10, no. 3
Date: Oct 1912
Pages: 9-10, 39-40
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Language: English
Autodisciplina en niños de edad preescolar a través del método Montessori (4-7 años) [Self-discipline in preschool-age children through the Montessori method (4-7 years)]
Americas, Latin America and the Caribbean, South America, Venezuela
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Language: Spanish
Published: Caracas, Venezuela, 1983
Conference Paper
The Application of Student Portfolios in Primary/Intermediate and Self-Contained/Multi-Age Team Classroom Environments: Implications for Instruction, Learning, and Assessment
Available from: ERIC
Annual Meeting of the American Educational Research Association
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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 versus intermediate) and classroom environment (self-contained versus multiage/teaming). Teachers for kindergarten through grade 5 in 3 elementary schools (n=314) completed a survey questionnaire regarding the instructional and assessment uses to which portfolios are put within their classrooms. To further examine patterns of portfolio use, a subset of 44 teachers was interviewed to explore teacher perceptions about the impact of student portfolios on themselves and their students. Results suggest that these 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). (Contains 7 tables and 14 references.) (Author/SLD)
Language: English
Published: Montreal, Canada, Apr 19-24, 1994
Article
Die Selbsttätigkeit bei Fröbel und Montessori [Self-Activity by Froebel and Montessori]
Publication: Der Schweizerische Kindergarten, no. 6
Date: 1922
Europe, Kindergarten (Froebel system of education) - Criticism, interpretation, etc., Montessori method of education - Criticism, interpretation, etc., Switzerland, Western Europe
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Language: German
Article
Froebel - Mason - Montessori: The Self-Educative Principle
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Dec 3, 1912
Pages: 143
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Language: English
ISSN: 0040-7887
Article
The Adult as an Obstacle to Self-Discipline, Part I
Publication: Point of Interest, vol. 8, no. 1
Date: Sep 1997
Pages: 1–4
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Abstract/Notes: Part 1 of 2
Language: English
Article
Helpful Hints [Reading to your child; teacher self-evaluation]
Publication: The National Montessori Reporter
Date: 1989
Pages: 11
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Language: English
Article
Self-Discipline
Publication: The National Montessori Reporter
Date: 1988
Pages: 15–16
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Language: English
Article
How Can Art Appreciation Enhance the Self-Concept of Children in the Area of Language Development? (A Montessori Approach)
Publication: The National Montessori Reporter, vol. 7, no. 4
Date: Nov 1983
Pages: 5
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Language: English