Language: English

ISSN: 0519-0959

Language: English

ISSN: 0519-0959

Abstract/Notes: The entire issue is devoted to Rosenfeld's thesis

Language: English

ISSN: 0010-700X

Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: El Boletin, Fall 2006

Language: English

ISSN: 1071-6246

Abstract/Notes: Includes correspondence and general announcements. Specifically includes: Invitation to Membership (p. 228); Circular Concerning the Purposes of the Association, May 25, 1913: Origin of the Association (p. 229-233); Letter, Mrs. Bell to Miss Margaret Wilson, May 22, 1913 (p. 233-234); Letter, Mrs. Bell to Mr. Carnegie, June 23, 1913 (p. 234-235); Letter, Mrs. Bell to Mrs. Russell Sage, June 15, 1913 (p. 236); Letter, Miss Todd to Mrs. Bell, June 17, 1913 (p. 237); Letter, Mrs. Bell to Miss Todd, June 18, 1913 (p. 238); Mrs. Bell's Draft of the Circular Since Sent Out (p. 239-242); Points Suggested by Mr. Fairchild (p. 243); Circular Issued by the Parents of the Pupils Attending the Montessori School at 1331 Connecticut Avenue, That Preceded the Organization [April 8] of the Montessori Educational Association [Probably issued March 1913] (p. 244-246); Circular Issued After the Organization [April 8] of the Montessori Educational Association Announcing that the Montessori School Will Re-Open October 15, 1913, at 1840 Kalorama Road, Washington, D.C. (p. 247-253).

Language: English

Language: English

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

ISSN: 0519-0959

Abstract/Notes: This chapter describes a small research project evaluating the effects of a Montessori pre-school program upon the cognitive development of a group of Negro children from families in the Aid to Dependent Children category. The program has involved bringing a group of these children into classrooms for middle-class children in a parent-organized Montessori school in Hyde Park. Glen Nimnicht reports that the New Nursery School project at Colorado State College has also found some decreases in IQ in permissive non-integrated classroom programs for culturally disadvantaged children. During the summer, three Head Start classrooms were held in the Ancona Montessori School in the context of a general summer school program. Two of the classrooms were integrated: they were composed of half Head Start children, half middle-class children. The children of average IQ on first testing increased as much as did the children of low IQ on first testing.

Language: English

Published: New York: Routledge, 2017

Edition: 1st

ISBN: 978-1-351-31268-4 978-1-138-52252-7