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Article
Grouping Practices in the Primary School: What Influences Change?
Available from: Taylor and Francis Online
Publication: British Educational Research Journal, vol. 30, no. 1
Date: 2004
Pages: 117–140
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Abstract/Notes: During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty-eight per cent of responding schools reported that they had made no change. Twenty-two per cent reported changes because of the literacy hour, two per cent because of the numeracy hour, seven per cent because of a combination of these and twenty-one per cent for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the National Literacy Strategy, practical issues and school self-evaluation.
Language: English
DOI: 10.1080/01411920310001629992
ISSN: 0141-1926, 1469-3518
Article
Evaluating Traditional Day Care Practices: An Empirical Approach
Available from: Springer Link
Publication: Child Care Quarterly, vol. 4, no. 3
Date: 1975
Pages: 208-215
Article
Leading Reflective Practices in Montessori Schools
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 1
Date: 2021
Pages: 51-65
Americas, Educational leadership, Montessori method of education, North America, Teachers, United States of America
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Abstract/Notes: In this paper, we report the results of a qualitative study examining the development of leadership competencies as Montessori school leaders gain experience using a coaching protocol with their teachers. Extending previous work, the emphasis is on the school leaders’ specific roles as instructional supervisors leading reflective practices. National standards, both traditional and Montessori, are a foundation to investigate a group of Montessori school leaders’ development in reference to articulated competencies, specifically for the school leader to tend to their own learning and effectiveness through reflection, study, and improvement, and to empower teachers to the highest levels of professional practice and to continuous learning and improvement. After the use of a prescribed coaching protocol, 12 Montessori school leaders from 6 schools across the United States were interviewed using a set of semistructured questions. The study results support that reflective practices lead to both improvement of practice with this group of Montessori school leaders and their respective teachers. We conclude that self-reflection is critical to a Montessori leader’s success, empowering them to model and influence reflective practices, with direct impacts on teacher reflection and school improvement. This conclusion becomes relevant as we observe our Montessori school leaders assuming numerous and complicated administrative roles, from management and teacher evaluation to instructional supervision, mentoring, and coaching teachers.
Language: English
ISSN: 2378-3923
Article
Literacy in Early Childhood Settings in New Zealand: An Examination of Teachers' Beliefs and Practices
Available from: SAGE Journals
Publication: Australasian Journal of Early Childhood, vol. 31, no. 2
Date: 2006
Pages: 31-41
Australasia, Australia and New Zealand, Literacy, New Zealand, Oceania, Perceptions
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Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.
Language: English
DOI: 10.1177/183693910603100206
ISSN: 1836-9391, 1839-5961
Article
Best Practices for Beginners: Developmental Appropriateness in Kindergarten
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 28, no. 4
Date: 1991
Pages: 783-803
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Abstract/Notes: National concerns about kindergarten focus on the developmental appropriateness of what is being taught and how it is being taught as well as on the increasing use of transition kindergarten classes and retention. One hundred and three randomly selected kindergarten classrooms across one state were observed to document the extent of developmentally appropriate practices, and the teachers and principals of those classes were surveyed to determine predictors of classroom quality. Two observational measures and two questionnaires were used. Only 20% of the classes met or exceeded the criterion of developmental appropriateness. Quality of the classes was predicted by teachers' and principals' scores on a measure of knowledge and belief in developmentally appropriate practices. Quality was not related to geographic location, school size, per pupil expenditure, or teacher or principal education or experience.
Language: English
DOI: 10.3102/00028312028004783
ISSN: 0002-8312, 1935-1011
Article
Montessori Foundation Seeks 'Best Practices'
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 2
Date: Winter 1998
Pages: 30
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Language: English
ISSN: 1071-6246
Article
'AMI and AMS Applicants Only': NCME Leaders Call for End to 'Exclusionary' Practices
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 6, no. 4
Date: Summer 1994
Pages: 10
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Abstract/Notes: Includes NCME open letter to the Montessori community
Language: English
ISSN: 1071-6246
Article
'Key Concepts, Practices' Outlined in AMS Draft
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 3
Date: Spring 1990
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Cognitive Development and Classroom Practices with Special Reference to the Montessori Method
Publication: Around the Child, vol. 13
Date: 1969-1970
Pages: 73-77
Albert Max Joosten - Writings, Asia, Child development, Cognitive development, India, Montessori method of education, Rajendra Kumar Gupta - Writings, South Asia
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Abstract/Notes: Paper read at the 4th Annual Conference of the Indian Association for Pre-School Education, Hyderabad, December 1968
Language: English
ISSN: 0571-1142
Article
Reconciliation Practices
Publication: Tomorrow's Child, vol. 8, no. 2
Date: 1999
Pages: 20
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Language: English
ISSN: 1071-6246