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Report
Nongraded Primary Programs: Possibilities for Improving Practice for Teachers. Practitioner Brief Number 4
Available from: ERIC
Classroom environments, Nongraded schools
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Abstract/Notes: In nongraded, multi-age classrooms, children have the opportunity to learn a great deal from their more proficient classmates. Children in multi-age, nongraded programs often learn that children differ, and they learn to assist each other in productive ways. The organizational scheme has the potential to remove much of the competition of traditionally graded classrooms and, for many children, the stigma of being "behind." Researchers in the Center for Research on Education, Diversity, and Excellence (CREDE) project "Appalachian Children's Academic and Social Development at Home and in Nongraded Primary Schools: Model Programs for Children of Poverty" have studied the implementation and effects of nongraded primary programs on rural and urban children of Appalachian descent in Kentucky, where a statewide, nongraded primary program has been implemented in various forms since 1990. In this practitioner brief, the authors share responses and recommendations from administrators and practitioners in the study.
Language: English
Published: Santa Cruz, California, Apr 2002
Article
Without Fear of Failure: The Attributes of an Ungraded Primary School
Publication: School Administrator, vol. 53, no. 1
Date: Jan 1996
Pages: 6-11
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Abstract/Notes: Kentucky's ungraded Primary School Program is defined by seven critical attributes: developmentally appropriate educational practices, multiage/multiability classrooms, continuous progress, authentic assessments, qualitative reporting methods, professional teamwork, and positive parent involvement. This article explains these attributes, highlights implementation challenges, and offers suggestions for interested administrators. Sidebars define terminology and list resources. (MLH)
Language: English
ISSN: 0036-6439
Article
Montessori System, as Applied in the Mary Crane Nursery of Chicago
Publication: Visual Education, vol. 5
Date: Jul 1924
Pages: 196-197
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Language: English
Book
I Wonder What’s Out There: A Vision of the Universe for Primary Classes
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Language: English
Published: Hollidaysburg, Pennsylvania: Parent Child Press, 2003
ISBN: 978-0-939195-32-9
Article
Educational Implications of Piaget's Theory: Montessori a Viable Option [summary]
Publication: Proceedings of the 40th Interdisciplinary Seminar: Piagetian Theory and Its Implications for the Helping Professions, vol. 40
Date: 1974
Pages: 227-229
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Language: English
Book Section
Maria Montessori incontra il Cattolicesimo delle Suore Francescane di Maria [Maria Montessori meets the Catholicism of the Franciscan Sisters of Mary]
Book Title: La Cura dell'Anima in Maria Montessori: l'Educazione Morale, Spirituale e Religiosa dell'Infanzia [Care of the Soul in Maria Montessori: Moral, Spiritual and Religious Education of Childhood]
Pages: 62-89
Europe, Italy, Montessori method of education, Religious education, Southern Europe, Spirituality
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Language: Italian
Published: Rome, Italy: Fefè Editore, 2011
ISBN: 978-88-95988-34-4
Article
Religious Education: Summary
Publication: The Tablet, vol. 174
Date: 1939
Pages: 251
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Language: English
ISSN: 0039-8837
Article
Montessori Method Used at St. Mary's in Marietta
Publication: The Steubenville Register (Catholic Church, Diocese of Steubenville)
Date: 1972
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Language: English
ISSN: 0744-771X
Book
Pupil Organisation and Teaching Strategies in a New Zealand Montessori Primary Classroom: A Research Paper
Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania
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Language: English
Published: Wellington, New Zealand: E. Barry, 1992
Presentation
A Qualitative Look at Kentucky's Primary Program: Interim Findings from a Five-Year Study
Americas, Montessori method of education, North America, United States of America
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Abstract/Notes: The Appalachia Educational Laboratory qualitative study of the implementation of five aspects of the Kentucky Education Reform Act in four rural school districts is now in its fourth year. This paper focuses on findings concerning the first year of the primary program, which was put into widespread operation in 1992-93. Nongraded primary programs are neither a new idea, nor unique to Kentucky, but the Kentucky program is a large-scale attempt to implement such a program statewide. Results from eight rural schools in the four target districts indicate that the most successfully implemented of the previously identified critical attributes of such a program are (1) developmentally appropriate instructional practices; (2) multi-age and multi-ability classrooms; (3) authentic assessment; (4) qualitative reporting methods; (5) professional teamwork; and (6) parent involvement. Least successfully implemented was the seventh identified attribute, continuous progress. A number of difficulties with the program, primarily in the areas of teacher education and teachers' time constraints and work loads, are identified. Most teachers have made an effort in good faith to implement the program and can do so with adequate support.
Language: English
Presented: New Orleans, Louisiana: Annual Meeting of the American Educational Research Association, Apr 7 1994