Abstract/Notes: This research is motivated by problems in children with mild mental retardation 4th graders at SLB Makassar city who still do not understand basic mathematical concepts in calculating addition. This study aims to determine the needs of mathematics learning media to find out the learning media used in SLB Makassar and to find out the need for learning media based on the montessori method. This study uses a descriptive qualitative approach. Subjects studied in this study are 10 teachers who teach in several special schools in Makassar. The data collection technique used is a questionnaire with nine questions. This study uses a qualitative descriptive analysis technique. The results showed that the learning media used in schools still using 2D and 3D Montessori media and still requires Montessori-based media to be innovated and developed. So, can be concluded that the need for the development of learning media with media more modern, more interesting and keep up with technological developments and implemented with fun games and cognitively stimulating mild mentally retarded class IV students. Appears to be from a special issue of the journal dedicated to the, "International Seminar on Innovative and Creative Guidance and Counseling Service (ICGCS 2021)."

Language: English

DOI: 10.2991/assehr.k.220405.020

ISSN: 2352-5398

Abstract/Notes: This study project was designed to study the effectiveness of implementations to aid in the successful inclusion of special needs students in a Montessori elementary classroom. This study also looked at the impacts that inclusion has on special-needs students. This study took place in a small Montessori upper elementary classroom of fourth through sixth grade in the southern United States. The implementations included self-control building, self-regulating and calming activities, Grace and Courtesy lessons, team building activities and oral reading, discussions and journal entries of Wonder (Palacio, 2012) Data was collected using student journals, an observational tally, researcher’s field journal, discussion notes and parent pre mid and post surveys The findings indicate there is a correlation of use of the implementations and a reduction of inappropriate interactions. It is recommended that future studies focus on a larger subject base as well as a more longitudinal period of implementations and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: This action research project was completed to test the effects of a culturally diverse art program on early childhood students’ cultural competency. The setting was a Montessori early childhood classroom of 22 children. There were two Asian students, one African American student, and 19 Caucasian students. Data were collected using a student conference form, self-portrait rubric, and tally sheets - continent symbol matching, group discussions and art activities. A group presentation took place each week about an artist from one the six inhabited continents which included a biography and examples of their artwork. Following the presentation an art activity was placed on the art shelf. The results showed that the program had a positive impact on the students’ cultural competency. This program will continue to evolve by interweaving it with other cultural curricula in the classroom and spending more than one week with each artist and activity.

Language: English

Published: St. Paul, Minnesota, 2022

Abstract/Notes: Available scores from the Iowa Test of Basic Skills and Metropolitan Achievement Test-6 tests, administered between 1984 and 1988 to 88 students enrolled in a Montessori magnet program in the Houston Independent School District, were statistically analyzed. The t test for independent samples was computed to determine if minority students' scores differed significantly from test norms and district means. The study also computed analysis of variance in an effort to identify significant internal variance. Students in the subject population consisted of three cohorts: student were 31 percent Black, 26 percent Hispanic, and 39 percent White. Score analysis indicated that test performance of minority students in the Montessori magnet program was significantly higher than either the test norms or district means. The study concluded that Hispanic and Black students who have been enrolled in a Montessori magnet program for a year or more have impressive academic advantages. The students demonstrated mastery of subject material, measured by standardized tests, in all subtest areas. However, while the Montessori program has reduced deficiencies in minority achievement, it has not eliminated them. Even after several years in a Montessori program, race-related differences in student performance remain. Over 90 references are cited.

Language: English

Published: Houston, Texas: Marcella Dawson, 1987

Abstract/Notes: Poster presentation at an undetermined conference.

Language: English

Abstract/Notes: A comprehensive instructional system to meet the needs of students of differing achievement and grade in the same classroom, this program is characterized by an innovative management system, procedures for continuous assessment of educational needs and achievement, a curriculum based on individual needs, and an emphasis on parent and community involvement. Called Meeting Students' Needs in the Multi-age Group Environment (MSN), the project served 205 students in first, second, and third grades of the Murch Elementary School in Washington, D.C. The evaluation described here focused on implementation of the program, student academic achievement, and self-reliant behavior. Data were gathered through observation, questionnaires, and student achievement tests. Evaluators concluded that (1) the program is meeting student needs in a multiage environment; (2) it can be replicated at other grade levels; (3) parents would like the program expanded to include more children; and (4) there is

Language: English

Published: Washington, D.C., Jan 1980

Abstract/Notes: The purpose of the Meeting Students' Needs in the Multiage Group Environment (MSN) program was to provide an instructional system to meet the needs of elementary school students of differing achievement, age, and grade level who are in the same classroom. The program, for kindergarten through grade six, was characterized by an innovative management system, a procedure for continuous assessment of educational needs and achievement, an emphasis on the development of independent behavior, and the encouragement of parent and community involvement. MSN was evaluated through a procedure that called for the comparison of intended outcomes to actual outcomes. Findings from standardized tests of achievement indicated that students in grades one through four increased their percentile ranks in reading or mathematics or both. Similar gains were not observed for grades five and six. Two project-designed instruments developed to measure independence, self-reliance, and responsibility did not

Language: English

Published: Washington, D.C., Feb 1981

Abstract/Notes: This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during.

Language: English

Abstract/Notes: This guide provides conceptual as well as practical information for meeting the needs of all learners in heterogeneous classrooms. The first six sections discuss the growing heterogeneity in today's classrooms, the rationale for differentiated teaching and learning, the changing roles of teachers and students, the importance of creating classroom communities that nurture diversity, helpful ideas for organizing a classroom in which differentiated teaching and learning is practiced, and a step-by-step process for differentiation. The seventh section provides many examples of how to differentiate teaching and learning in four areas: (1) what students learn; (2) how students learn; (3) how students integrate and demonstrate what they have learned; and (4) how students and teachers utilize assessment throughout the learning process. Sections 8 and 9 include an in-depth look at actual classrooms through case studies. The first case study describes how two multi-age elementary classrooms

Language: English

Published: Minneapolis, Minnesota, 1997

Abstract/Notes: Looping refers to the increasingly common practice of keeping groups of students together for two or more years with the same teacher. This booklet, first in a series of "Themes in Education" provides information on the educational practice of looping and includes selected current references on the topic. The booklet outlines the history of this practice, delineates its operating principles, differentiates looping from multi-age placement, and describes the academic and social benefits of the practice. Using a question and answer format, the booklet also answers questions commonly asked by parents, students, teachers, and administrators about looping. The booklet concludes with a description of the responsibilities and mission of the Northeast and Islands Regional Educational Laboratory at Brown University. Contains 32 references. (KB)

Language: English

Published: Providence, Rhode Island, 1997