Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

1198 results

Report

Primary School, School-Based Decision Making, Family Resource/Youth Services Centers: First Year Reports to the Prichard Committee

Available from: ERIC

See More

Abstract/Notes: These three reports by national consultants assess first year progress in implementing state mandated educational reforms in Kentucky. First, "The Status of Primary School Reform in Kentucky and Its Implications," by James Rath, Lilian Katz, and John Fanning, reports on site visits to 14 public schools to assess progress in implementing the Kentucky Educational Reform Act (KERA) in primary schools. Findings with respect to the introduction of cooperative learning, developmentally appropriate practice, authentic assessment, parent involvement, and multi-age grouping practices are presented, along with administrators', parents', and teachers' views about KERA mandates. Next, "School-Based Decision Making: Observations on Progress," by Jane L. David, presents results of interviews with Kentucky education officials, school visits, and a review of newspaper articles and other documents. The report indicates that as of June 1992, almost 500 of Kentucky's 1,366 schools had councils for

Language: English

Published: Lexington, Kentucky, Jul 1992

Article

School Focus [Brisbane Montessori School]

Publication: Montessori Matters

Pages: 16

See More

Language: English

Book

Guidelines for Operating a Montessori School: Standard Operating Procedures for a Montessori School

See More

Language: English

Published: [S.I.]: Fleege, 1984

Edition: 9. ed

Article

School of the Month: Mountain Shadows Montessori School, Boulder, Colorado

Publication: AMI/USA Bulletin, vol. 1, no. 7

Pages: 3-6

See More

Language: English

Article

✓ Peer Reviewed

Development of Social, Personal and Cognitive Skills of Preschool Children in Montessori and Traditional Preschool Programs

Available from: Taylor and Francis Online

Publication: Early Child Development and Care, vol. 72, no. 1

Pages: 117-124

See More

Abstract/Notes: The relationship between time in Montessori and Traditional Preschool programs and the preschool child's develoment of [1] personal skills, [2] relationship with teachers, [3] peer relations, [4] behavioral control, and [5] cognitive skills with age controlled was used to compare the relative effectiveness of the programs. This design was necessary since it is likely that parents who select the Montessori program for their child are different from parents selecting traditional preschool programs for their children. Three Montessori programs [n = 108] and three traditional programs [n = 116] provided the subjects for the study. The Pre Kindergarten Scale [PKS], a multiple choice behavioral rating scale was completed by the programs’ teachers on each child. The results revealed that the only variable significant in predicting time in program for the traditional program, relationship with teacher, was the only variable insignificant in predicting length of time in program for the Montessori program. The strongest relationship was for length of time in the Montessori program and relationship with peers [18 percent of variance] with age controlled.

Language: English

DOI: 10.1080/0300443910720111

ISSN: 0300-4430, 1476-8275

Article

Charleston [South Carolina] Independent School Becomes Public 'School of Choice'

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 9, no. 3

Pages: 30

Public Montessori

See More

Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments

Available from: The University of Chicago Press Journals

Publication: The Elementary School Journal, vol. 106, no. 1

Pages: 59-79

See More

Abstract/Notes: This study compared the time use and perceptions of schools, teachers, and friends of approximately 290 demographically matched students in Montessori and traditional middle schools. We used the Experience Sampling Method (ESM) and questionnaires and conducted multivariate analyses showing that the Montessori students (a ) reported more positive perceptions of their school environment and their teachers, and (b ) more often perceived their classmates as friends while at school. ESM time estimates suggested that the 2 school environments were also organized in different ways: Montessori students spent more time engaged with school‐related tasks, chores, collaborative work, and individual projects; traditional students spent more time in social and leisure activities and more time in didactic educational settings (e.g., listening to a lecture, note taking, watching instructional videos). These results are discussed in terms of current thought on motivation in education and middle school reform.

Language: English

DOI: 10.1086/496907

ISSN: 0013-5984

Book

Hörgeschädigte in der Schule: Integration in Schule und Freizeit [Hearing Impaired in School: Integration in School and Free Time]

Children with disabilities, Deaf children, Inclusive education, People with disabilities

See More

Language: German

Published: Neuwied, Germany: Luchterhand, 1998

ISBN: 3-472-03298-7

Book

Wat is dat voor een school?: over de nieuwe basisschool, Dalton, Freinet, Jenaplan, Montessori en Vrije School

See More

Language: Dutch

Published: Deventer, The Netherlands: Van Loghum Slaterus, 1986

Edition: 2nd ed.

ISBN: 978-90-6001-924-5 90-6001-924-5

Series: Kinderen als beroep

Article

Peace Pieces: A Peace Pole Unites a Washington School [Central Kitsap School District]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 10, no. 2

Pages: 27

Public Montessori

See More

Language: English

ISSN: 1071-6246

Advanced Search