Abstract/Notes: A study examined the effects of multi-age/grade instruction, compared to the traditional single-grade approach, on the reading achievement of fourth graders. Subjects, 22 fourth-graders in a single-grade class, were divided into instructional groups based on chronological age while the instructional grouping for 22 students in a combined fourth and fifth grade class at a neighboring school cut across age and grade levels. The Comprehensive Test of Basic Skills was used to measure the growth in "total reading" over a 1-year period. Results indicated no statistically significant difference between means of the two groups, although a positive mean score in favor of the multi-age instructional design was noted. (A 50-item bibliography, and the themes of study and sample lesson plans for both groups are attached.) (RS)

Language: English

Published: Danbury, Connecticut, 1989

Abstract/Notes: The effects of multi-age grouping on achievement and self-concept were studied. The achievement variables examined were reading and mathematics achievement as measured by the Stanford Achievement Tests. The Piers-Harris Children's Self-Concept Scale was used to measure self-concept. The groups studied consisted of single-age and multi-age classrooms of children in grades one through five. No significant differences were found between children in multi-age and single-age classrooms on any of the achievement measures. The multi-age classrooms had significantly higher mean scores on one of the six factors in the self-concept scale--happiness and satisfaction. The multi-age classrooms had slightly but consistently higher mean scores on the other five factor scores and on the total self-concept score but the differences were not significant. (Author)

Language: English

Published: Cortland, New York, Apr 1979

Abstract/Notes: Funding for Preschool programs has currently become a political agenda being debated in our nation. It is important to give our children an early start to education regardless of socioeconomic status, as it can be beneficial to them as they grow. This study will provide evidence to sway our politicians to fund preschool programs as they positively affect children in their kindergarten year. Historical Teaching Strategies Gold assessment data of 84 randomly selected kindergarten students will provide evidence of the effects of a preschool program. This data was collected from a year in kindergarten and consists of students that have attended a preschool in-district program, students who have attended a Head Start and outsider provider preschool program, and students who have no preschool education. Although this study did not have a significant difference among the groups, the researcher found that students who have attended an in-district preschool program made better positive gains throughout their kindergarten year than students who attended a Head Start and outside provider preschool program and those students who did not have a preschool education.

Language: English

Published: Jersey City, New Jersey, 2022

Language: English

Published: Buffalo, New York, 1977

Abstract/Notes: This action research study was conducted at a rural Montana public school and included students in the first through third grade and their parent participants. The study investigated the ways that parent participation, through parent-school partnerships, could benefit student learning and achievement. The study used a combination of student surveys and interviews, while the parents completed an online survey and questionnaire. The results of the study focused on students’ perceptions of their parents’ involvement in their educational experience as well as primary ways that parents communicate with their child’s school, teachers, and their involvement with their child in and out of school. Further investigation of this study would focus on specific ways parents are involved in their child’s educational experience and observing and documenting parent-student involvement through a school-hosted program during a school day.

Language: English

Published: St. Paul, Minnesota, 2014

Abstract/Notes: The math curriculum of the Montessori system of education for children ages 3–12 is distinctive, incorporating multiple manipulatives and educational practices which have theoretical and empirical support in research. However, studies investigating the math achievement and learning of Montessori students and alumni have not consistently found Montessori programmes to be more effective than conventional or other programmes. Through a detailed review of such studies, we find that a Montessori advantage in math is more likely when programmes adhere to important principles of Montessori education, when students have had longer immersion in Montessori programmes, and when assessments are more conceptual in nature. We suggest that future research should take into account programme fidelity and enrolment duration, and outline other directions for future research. Originally published in: Early Child Development and Care, volume 191, issue 7–8 (2021), pp. 1207–1218.

Language: English

Published: New York, New York: Routledge, 2022

ISBN: 978-0-367-63674-6 978-0-367-63675-3 978-1-00-312021-6

Abstract/Notes: The math curriculum of the Montessori system of education for children ages 3–12 is distinctive, incorporating multiple manipulatives and educational practices which have theoretical and empirical support in research. However, studies investigating the math achievement and learning of Montessori students and alumni have not consistently found Montessori programmes to be more effective than conventional or other programmes. Through a detailed review of such studies, we find that a Montessori advantage in math is more likely when programmes adhere to important principles of Montessori education, when students have had longer immersion in Montessori programmes, and when assessments are more conceptual in nature. We suggest that future research should take into account programme fidelity and enrolment duration, and outline other directions for future research. Part of a special issue titled: Early Childhood Theorists and Pioneers

Language: English

DOI: 10.1080/03004430.2020.1860955

ISSN: 0300-4430, 1476-8275

Language: English

ISSN: 0038-9358

Abstract/Notes: The first edition of 'The Absorbent Mind' was published in English by Kalakshetra (Madras, India) in 1949. In 1952, Montessori wrote a fully revised edition in Italian, published by Garzanti in 1952. This was the first Italian edition, entitled 'La Mente del Bambino'. This current edition is a translation by Claude Claremont of the Italian 1952 edition.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007

Series: The Montessori Series , 1

Language: English