For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Conference Paper
America's Alternative Schools: Prototypes for New Public Schools
Available from: ERIC
Annual Meeting of the University Council for Educational Administration (Houston, Texas, October 29-31, 1993)
See More
Abstract/Notes: As prototypes for new forms of education, public and private alternative schools have much to offer regular schools in the way of new ideas. This paper provides an overview of alternative schools and the options available. Alternative schools are characterized by a more selected student body, a smaller and less bureaucratic structure, values derived from within the school community, holistic student work, and a recognition of the school-survival issue. The basic educational frameworks within the array of public alternative school options are identified: (1) the traditional approach; (2) the nontraditional and nongraded approach; (3) schools that focus on the development of student abilities; (4) schools that emphasize techniques for delivering education (rather than philosophy); (5) schools with community-based organizing principles; (6) the self-directed, Montessori-like environment; (7) schools that are intentionally structured for particular student groups; and (8) subcontracted arrangements. In conclusion, alternative schools are flexible and able to respond to students' various needs. (LMI)
Language: English
Published: Houston, Texas: University Council for Educational Administration, Oct 1993
Pages: 19 p.
Blog Post
Are Montessori Schools Better Than Public Schools?
See More
Abstract/Notes: Dr. Angeline Lillard discusses her new research on the benefits of a Montessori education.
Language: English
Published: Dec 16, 2021
Article
To Transform a School: Turning Dreams into Reality [New Gate School, Sarasota, FL]
Publication: Tomorrow's Child, vol. 6, no. 3
Date: 1998
Pages: 5–11
See More
Language: English
ISSN: 1071-6246
Article
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
Date: 2005
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
Doctoral Dissertation
A Study of Pre-School Education in the Republic of Ireland with Particular Reference to Those Pre-Schools Which are Listed by the Irish Pre-School Playgroups Association in Cork City and County
Available from: British Library - EthOS
Comparative education, Early childhood care and education, Early childhood education, Europe, Ireland, Montessori method of education, Northern Europe, Preschool education
See More
Abstract/Notes: This study was undertaken in order to investigate the activities which took place in Irish pre-schools other than those within the formal school system. The principle focus of the research concerned the degree to which the pre-school children were being 'cognitively stretched' by the curriculum in which they were engaged. The social, linguistic, physical and creative development of these children was also considered.An historical review of the theory of play and recent research in this area was undertaken.Twenty-three pre-schools were taken at random from the membership list in Cork city and county of the Irish Pre- School Playgroups Association. One pre-school which was not a member was added. Prior to embarking upon the study, a history of the I.P.P.A. was given.The ethnographic research strategy was found to be the most suitable method of assessing empirically the nature and frequency of play in the pre-school. This study, which took place between 1986 and 1990, was therefore eclectic in nature, employing a multi-faceted approach encompassing a target child observational schedule, interviews, a study of classrooms, a questionnaire and an interaction analysis system.Briefly, the results showed that the 157 children engaged in this study were being cognitively stretched for approximately one quarter of the time if they were in a playgroup and approximately one half of the time if they were in a Montessori setting. Social and linguistic behaviour was limited by the actions of the pre-school leaders and physically or creatively challenging behaviour was rarely observed. The fact that the children played alone for half of the total time spent in the pre-school was most striking.The most important finding to emerge from the study of language in the twenty-four pre-schools was the fact that the children rarely communicated verbally. Dialogue was almost non-existent and children's questions were very sparse. In order to place the above in a National context, a questionnaire was sent in 1990 to a random sample of one hundred I.P.P.A. members in the 26 counties of the Republic of Ireland. Unfortunately, only 39 responded. However, of note was that approximately 25% of playgroup leaders had degrees and four-fifths of them were mothers in their mid-thirties. They strongly disagreed with the teaching of the 3Rs and felt that much more government money should be devoted to playgroups and in-service training for their personnel.
Language: English
Published: Hull, England, 1993
Article
School of the Month: Mountain Shadows Montessori School, Boulder, Colorado
Publication: AMI/USA Bulletin, vol. 1, no. 7
Date: Mar 1982
Pages: 3-6
See More
Language: English
Article
Montessori Junior High at Amsterdam: Callender-Vernout Interview
Publication: NAMTA Quarterly, vol. 5, no. 2
Date: 1980
Pages: 25-30
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Abstract/Notes: Interview by H. C. Vernout
Language: English
Article
Implementing the Montessori High School Synthesizing Curriculum: A Beginning Approach
Publication: NAMTA Journal, vol. 33, no. 3
Date: 2008
Pages: 242–265
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
Implementing the Montessori High School Synthesizing Curriculum: A Beginning Approach
Publication: NAMTA Journal, no. Supplement
Date: 2015
Pages: 129–142
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
High School Humanities: Social Sciences, History, and Metacognition
Publication: NAMTA Journal, vol. 33, no. 3
Date: 2008
Pages: 207–221
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734