Language: English

Published: Albany, New York: State University of New York Press, 2000

ISBN: 0-7914-4342-6 978-0-7914-4342-2 0-7914-4341-8 978-0-7914-4341-5

Abstract/Notes: Specifically see section related to the work of Tagore and his school at Santiniketan which incorporates a Montessori-like method of education. Also published under the title, "New Schools for Young India: A Survey of Educational, Economic and Social Conditions in India with Special Reference to More Effective Education."

Language: English

Published: Chapel Hill, North Carolina: University of North Carolina Press, 1930

Abstract/Notes: This purpose of this action research project was created to study the effects of a peace curriculum and how it can help mitigate a pandemic or a traumatic societal event. The study took place in a public Montessori School located in the Midwest. There was a total of 15 children in the classroom that consisted of both pre-k and kindergarten aged children. This was a six- week study that included a peace curriculum, strategies, and tools for children to gain an understanding of peace and how it can be achieved during traumatic or stressful situations. The Peace Curriculum included discussions on natural disasters and our current COVID-19 virus as means to familiarize traumatic events and the use of coping strategies in promoting self-care. The children were provided with different group activities, strategies, and techniques to use, such as breathing techniques, visualization, yoga/movement, and discussions on peacemakers and how we all have the power to make a difference in the world and become global citizens. Quantitative and qualitative data collections were used to both determine their understanding of their emotions and develop ways to find their inner peace, peacemaking and peace keeping skills. The results showed that the children developed an awareness of others, their environment, and their abilities to be change agents and peacemakers. The outcome proved to have been effective providing children with an environment where they feel safe to share their thoughts and apply the strategies when coping with their own traumatic experiences.

Language: English

Published: River Falls, Wisconsin, 2021

Abstract/Notes: The presented study deals with the issue of comparing achievement in didactic tests in mathematics between boys and girls in the context of preferred teaching management strategies. The research sample consisted of a total of 1133 respondents (Montessori - 73; Hejný - 332, ordinary primary school - 510; Dalton - 218). It turns out that statistically significant differences between boys and girls are only in an ordinary primary school and at a one percent level of significance (p < .01; d = .297). Examining the differences across these areas, especially for boys and girls, shows that both boys (p = .030) and girls (p = .053) may differ in achievement depending on the type of school they attend. / This work was presented at the PBE 2021 Conference.

Language: English

ISSN: 2695-0626

Abstract/Notes: Authors believe that they have tentatively demonstrated that the Montessori curriculum is effective over a period of two years in nurturing continuing development in children in the areas of visual-motor integration, matching and sorting skills, psycho-motor skills, and to some extent number concepts. (Authors/MB) [This is a reprint of an article which first appeared in The Elementary School Journal in 1972.]

Language: English

ISSN: 0277-9064

Abstract/Notes: High-stakes testing has become mandatory since the reauthorization of the Elementary Secondary Educational Act, 2001 with its No Child Left Behind (NCLB) provisions. Beginning with the 2005-06 school year, students in grades K-8 must be tested yearly in reading and math. Students in secondary schools must be tested once in reading and math. Student scores at all grade levels are then used as part of the formula for determining whether or not a school retains its accreditation or is placed on a "needs improvement" list. Being identified as "needs improvement" for three consecutive years carries an assortment of serious consequences for schools. As a result of these high-stakes tests, secondary language arts teachers are expected to prepare students for state reading assessments. Studies have investigated the effects high-stakes testing has on elementary and secondary curriculum and instruction but have not focused specifically on secondary language arts teachers. Therefore, this study focuses on the effects high-stakes testing is having on secondary language arts' curriculum and instruction. Six high school junior English teachers from a Midwestern state were surveyed and interviewed. Five of the teachers also participated in a focus group discussion. From this data several common themes emerged including a narrowing of their curricula and a loss of instructional time to test preparation and the actual administration of the tests. In addition, teachers expressed feelings of inadequacy about their knowledge of effective pedagogy for improving adolescent reading skills. From this study it becomes clear that secondary language arts teachers need more information on best practices for working with adolescents and improving adolescent reading skills while incorporating the state reading standards and maintaining a meaningful curriculum and engaging instructional strategies. Administrators and state departments of education need to consider ways to provide useful in-services on reading for secondary teachers. In addition, university teacher education programs need to prepare future teachers and offer teachers who are currently in the classroom assistance in developing effective strategies for teaching reading skills to adolescents which will keep the students engaged.

Language: English

Published: Lawrence, Kansas, 2005

Abstract/Notes: It is quite clear that there is considerable disagreement as to the ways children learn and the ways teachers should teach. There is very little conclusive data comparing the major efforts in this field particularly with respect to any one factor being the sole contributor to the superiority of any one effort. The recent literature on learning and teaching almost invariably returns to some form of curriculum reform. However, there is widespread agreement that teachers teach more effectively and children learn more efficiently if they are in environments conducive to their preferred styles. Magnet Schools are vehicles that require different arrangements for teaching and learning. This study explores the attitudes of teachers, parents, and students in such an environment. Additionally, it examines the academic performance of students when parents or the students themselves select their learning environment and teaching method. The data will permit comparisons among the various groups of Magnet and non-Magnet parents, teachers, and students. The primary method for data collection is academic testing and structural surveys of the populations relative to Magnet and non-Magnet participants. The data will also indicate how individuals view programs and curriculum when they are involved in them. Because the population surveyed and tested involved a cross-section of academic abilities, the data will be especially useful to local school district officials interested in providing for individual differences in teaching and learning. The control model of Magnet School programs provides an ongoing testing ground for fine-tuning educational theories which may be essential for productive learning in the broader system as well.

Language: English

Published: Urbana-Champaign, Illinois, 1984

Language: English

Published: [S.I.]: Nienhuis Montessori USA, 1992

Abstract/Notes: Highland's Montessori curriculum spans six years, three years of pre­school and the first three of elementary school. This curriculum func­tions as a coherent whole which builds and solidifies student under­standing of the curriculum content. The first section describes the Montessori model and reviews relevant research on it. Classroom observations and teacher interviews flesh out descriptions of Highland's Children's House (3-6 years) and Junior Level (6-9 years). A following section highlights how Highland has augmented the Montessori model. Finally, Highland's curriculum is compared to contemporary national reform experiments, especially Howard Gardner's "school for understanding" and James Comer's "relation­ship building process" in schools.

Language: English

Published: New York: Routledge, 1997

Edition: 1st

ISBN: 978-1-315-05106-2

Series: Studies in Education and Culture , 10

Language: English

Published: Sarasota, Florida: The Montessori Foundation and the International Montessori Council, 2003