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Article
Evaluation of Montessori Postulates in the Light of Empirical Research
Publication: Catholic Educational Review, vol. 61
Date: Jan 1963
Pages: 7-15
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Language: English
ISSN: 0884-0598
Article
The Pedagogical Psychology of Maria Montessori: An Evaluation
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1980, no. 3
Date: 1980
Pages: 4–8
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Language: English
ISSN: 0519-0959
Article
Self-Evaluation Encouraged!
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 2, no. 1
Date: Fall 1996
Pages: 1
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Language: English
Article
Accreditation through CCMA Consultation and Evaluation
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 3, no. 3
Date: Jun 1998
Pages: 1-3
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Language: English
Article
Observation and Self-Evaluation Tools
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 7, no. 2
Date: Winter 1971-1972
Pages: 18
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Language: English
ISSN: 0010-700X
Article
Newsletter Evaluations
Publication: AMI Elementary Alumni Association Newsletter, vol. 30, no. 1
Date: 1997
Pages: 10–11
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Language: English
Article
Teacher Evaluation Form
Publication: AMI Elementary Alumni Association Newsletter, vol. 10, no. 1
Date: Oct 1982
Pages: insert
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Language: English
Doctoral Dissertation
ALMONTE - Evaluation eines veränderten Montessori-Diplomkurskonzepts: empirische Einblicke und Empfehlungen
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Language: German
Published: Schwäbisch Gmünd, Germany, 2014
Doctoral Dissertation
An Evaluation of Magnet School Programs-Parent Choice, Teacher Choice, and Pupil Choice: Implications of One Model for Curriculum Reform
Available from: University of Illinois - IDEALS
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Abstract/Notes: It is quite clear that there is considerable disagreement as to the ways children learn and the ways teachers should teach. There is very little conclusive data comparing the major efforts in this field particularly with respect to any one factor being the sole contributor to the superiority of any one effort. The recent literature on learning and teaching almost invariably returns to some form of curriculum reform. However, there is widespread agreement that teachers teach more effectively and children learn more efficiently if they are in environments conducive to their preferred styles. Magnet Schools are vehicles that require different arrangements for teaching and learning. This study explores the attitudes of teachers, parents, and students in such an environment. Additionally, it examines the academic performance of students when parents or the students themselves select their learning environment and teaching method. The data will permit comparisons among the various groups of Magnet and non-Magnet parents, teachers, and students. The primary method for data collection is academic testing and structural surveys of the populations relative to Magnet and non-Magnet participants. The data will also indicate how individuals view programs and curriculum when they are involved in them. Because the population surveyed and tested involved a cross-section of academic abilities, the data will be especially useful to local school district officials interested in providing for individual differences in teaching and learning. The control model of Magnet School programs provides an ongoing testing ground for fine-tuning educational theories which may be essential for productive learning in the broader system as well.
Language: English
Published: Urbana-Champaign, Illinois, 1984
Doctoral Dissertation
Evaluation of the Reorganization of Northboro Elementary School in Palm Beach County, Florida: A Ten-Year Perspective
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of the study was to evaluate the reorganization of Northboro Elementary School from the academic years of 1991–1992 through 2000–2001. The study was designed to determine the effectiveness of achieving five objectives established for the reorganization in two-year increments of implementation from the perspectives of the administrative staff, teachers, paraprofessionals, and parents. The reorganization objectives were (1) to develop a physically and psychologically safe environment for all students; (2) to implement a public magnet program to racially balance the population with non-Black students; (3) to increase student achievement scores on the state assessment test in the areas of reading, writing, and mathematics; (4) to increase parent involvement at the school; and (5) to improve the quality and increase the amount of staff development. Utilizing the focus group method, the 35 participants represented, 4 administrative staff, 9 paraprofessionals, 4 reading teachers, 3 regular and 6 Montessori teachers, and 9 parents. The Levels of Use of the Innovation (LoU) (Hall, Loucks, Rutherford, & Newlove, 1975) was used for the assessment of all aspects of the reorganization. As a result of the evaluation, it was determined that all the objectives were met in accordance with the LoU model. The major findings were: (1) Using an effective reorganization tool, such as the Levels of Use, gave the leader clear direction for reorganization, from orienting, to managing, and finally to integrating the use of the innovation. (2) Parent participation in the reorganization process was essential for effective teaching and learning. Parent involvement was critical in promoting a sound physically and psychologically safe environment. (3) Implementing an innovative Montessori Magnet program reduced the racial balance, and drew racially, economically, and educationally diverse students. Based on the findings, it is recommended that additional evaluations be conducted to include: (1) Examining the extent race or age had on the overall success of the reorganization. (2) Determining if the Montessori, Reading Recovery, and Levels of Use strategies are only effective at the elementary level. (3) Assessing the academic achievement of eighth- and tenth-grade students who participated in the Reading Recovery Program.
Language: English
Published: Cincinnati, Ohio, 2004