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Book Section
Differential Outcomes of a Montessori Curriculum
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 143-155
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article was originally published in Elementary School Journal, v. 72, no. 8 (May 1972), p. 419-433. This article also appeared in the American Montessori Society Bulletin - Stodolsky, Susan S., and Alfred L. Karlson. 1973. “Differential Outcomes of a Montessori Curriculum.” American Montessori Society Bulletin 11 (2).
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
The Curriculum Mesh: Montessori and District Requirements
Available from: ERIC
Book Title: Implementing Montessori Education in the Public Sector
Pages: 175-179
Montessori method of education - Evaluation, Public Montessori
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990
Book
Montessori for a Home Based Curriculum: A Study, with Particular Attention to the Day Care Education Project, Ithaca, New York
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Language: English
Published: Ithaca, New York: Montessori Workshop, [1978]
Master's Thesis
Mississippi River Program: A Mixed-Method Examination of the Effects of a Place-Based Curriculum on the Environmental Knowledge and Awareness of Montessori Adolescents
Available from: ProQuest - Dissertations and Theses
Comparative education, Mississippi River Program, Sustainability
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Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.
Language: English
Published: Mankato, Minnesota, 2006
Book
Readings Toward a Montessori Language Curriculum
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Language: English
Published: Lexington, Massachusetts: Ginn Press, 1986
Edition: 4th ed
Video Recording
Montessori Method Educational Video Series. Tape 2: The Curriculum, part 1
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Abstract/Notes: Presents the concepts and curricula of Montessori education.
Runtime: 20 minutes
Language: English
Published: Naples, Florida, 1997
Video Recording
Montessori Method Educational Video Series. Tape 3: The Curriculum, part 2
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Abstract/Notes: Presents the concepts and curricula of Montessori education.
Runtime: 13 minutes
Language: English
Published: Naples, Florida, 1997
Book
Dissolving Boundaries: Toward an Integrative Curriculum
Available from: ERIC
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Abstract/Notes: An examination of the issues surrounding the concept of change is fundamental to curriculum improvement for elementary and middle schools. New beliefs surround an integrative rather than a separate subject isolation approach to curriculum. This report examines past, current, and future curriculum practice and considerations, focusing on a new vision of the middle level curriculum as an integrated curriculum. Chapters are: (1) "The Process of Curriculum Development"; (2) "A Rationale for Curriculum Integration"; (3) "The Curriculum Continuum: Moving Where You Need To Be"; (4) "Integrated Studies for Multi-Age Classrooms: Solon Elementary School, Maine"; (5) "Hand-Crafting an Integrated Curriculum: Timothy Edwards Middle School: South Windsor, Connecticut"; (6) "One District's Perspective: Staff Development Stimulates Curriculum Integration: Blue Valley, Kansas"; (7) "First Steps toward Curriculum Integration: Using Student Questions: Ashland Middle School, Maine"; (8) "Twenty Years
Language: English
Published: Columbus, Ohio: National Middle School Association, 1995
ISBN: 1-56090-090-3
Book
Creating the Multi-Age Classroom: Organization, Curriculum, Instructional Strategies and Assessment for the Multi-Age Classroom Plus Considerations for Getting Started and Techniques for Classroom Management
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Abstract/Notes: Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of
Language: English
Published: Edmonds, Washington: CATS Publications, Apr 1995
Edition: Revised
ISBN: 1-886753-03-2
Conference Paper
Teachers Initiating Change towards More Flexible Curriculum Practices
Available from: ERIC
International Conference on Early Education and Development (21st, Hong Kong, July 31-August 4, 1989)
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Abstract/Notes: This early childhood curriculum study focused on the practical understandings that teachers held about their classroom experiences, as a way of gaining access to the dynamics of curriculum implementation and innovation. Two problems were addressed: (1) the lack of knowledge about the dynamics of curriculum implementation in settings where early childhood curriculum practices were regarded as innovative by a significant proportion of participants; and (2) the need to assist other teachers in their attempts to learn about curriculum implementation. Two research questions provided general guidance for the study. First, what did innovative teachers consider to be important actions and events affecting their work during the early stages of change toward a flexible, developmentally responsive curriculum? Second, how could information gained from these teachers be used to assist other early childhood teachers and student teachers interested in curriculum implementation? Phase 1 of the
Language: English