Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

1185 results

Master's Thesis

The Future of Public Education: A Free Appropriate Public Education for All Students

Available from: MINDS@UW River Falls

Educational change, Public schools

See More

Abstract/Notes: This paper examines the challenges facing the public school system as it attempts to live up to the promise to provide a “free appropriate public education” to all of its students. The funding mechanism for public schools, with its reliance on community funding, lends itself to inequities. The lack of an effective response to the rising challenge of mental health issues, the unwillingness to respond to the changing skill demands of the workforce by revising curriculum and the ineffectiveness of efforts to close the achievement gap have all led the public to question whether or not they are receiving an “appropriate” education. The response increasingly has been to look for a better educational alternative elsewhere, in charter schools. The effect of charter schools overall has been to weaken public schools’ abilities to provide a quality education for each and every student. An analysis of each of these challenges and possible responses will provide a possible road map for traditional public education to do a better job of living up to its mandate, to “promote the general welfare”.

Language: English

Published: River Falls, Wisconsin, 2020

Article

Johnson Motivates Students to Learn, Live a Good Life

Publication: The Sault Tribe News, vol. 24, no. 6

Pages: 10

Americas, Indigenous communities, Indigenous peoples, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

See More

Language: English

Article

Classroom Solutions for Sensory-Sensitive Students

Available from: ProQuest

Publication: Montessori Life, vol. 29, no. 2

Pages: 45-49

Children with disabilities, Inclusive education, Montessori method of education, People with disabilities, Sensory disorders in children, Sensory integration dysfunction in children, Special education

See More

Abstract/Notes: Soon after No Child Left Behind (NCLB) legislation was signed into law in the U.S. (2002), an increasing emphasis in schools on high-stakes testing performance resulted in a decrease in recess and movement time, including physical education for Elementary students (Ohanian, 2002). Since the hazard of unmonitored television time was first explored by Marie Winn in The Plug-In Drug (1977, revised 2002), the allure of screens too early and too often has only become an increasing challenge for both parents and educators. Providing dedicated time for movement and nature are important general guidelines for parents and educators to remember, but there are also classroom-based tools available that teachers can implement into the school day to promote sensory health and positive behaviors in their students. Some individual tools that could be set up in the classroom to be utilized by students, perhaps even as a classroom work or on a "sensory shelf," might include the following: * Hand-size fidgets and squeeze balls of varying textures and firmness levels; * Headphones (noise-canceling, silent or with music); * Lap weights; * Fine-motor activities that allow for accommodations and sensory variety (e.g., sensory table, Practical Life, and art works); * Colored glasses (to mute visual input or block flickering of fluorescent lights); * Stretch/resistance bands; * Massage balls or a foam roller; * Chewing tools (pencil toppers, pendants, gum, etc.).

Language: English

ISSN: 1054-0040

Article

Parents, Teachers Confident Students Did Well

Available from: Digital Library of the Caribbean

Publication: Barbados Advocate (Bridgetown, Barbados)

Pages: 9

Americas, Barbados, Caribbean, Latin America and the Caribbean

See More

Abstract/Notes: Article text: The Springer Memorial Secondary School was a hive of activity and nervous excitement as students, stationery in hand, made their way into the school to sit the Barbados Secondary School Entrance Examination (BSSEE) on Tuesday. Nervous parents were left on the outside of the school grounds standing and awaiting the return of their child or ward upon completion of the two-part 11-Plus examination, consisting of English and Mathematics. Mitchelle Maxwell, Deputy Principal of the Springer Memorial Secondary School, told the media, “We have 252 students comprising Blackman and Gollop Primary, Charles F. Broome Memorial Primary, Belmont Primary, St. Giles Primary and a few students from various schools such as St. Angela’s Primary, Happy Vale Montessori Primary School, registered to take the Barbados Secondary School Examination. “Preparations were put in place from Friday ensuring the rooms were ready, and security checks were done this morning at 6:30 a.m. prior to the exam. “We expect to have a smooth operation as it pertains to the examination this morning, which is broken up into two – Essay and Grammar, and Mathematics.” Parent, Troy Johnson, was one of the many parents and guardians on the outside of the Springer Memorial school as he waited on daughter, Zaria Johnson. He told The Barbados Advocate, “I am more nervous than my daughter. During the course of the time it was okay, but this morning the flutters have it. “She has been going to lessons and doing extra work in between, so hopefully she will do well to pass for her first choice Springer Memorial.” Calvin Williams was amongst the parents standing outside the gate. He noted, “I was not worried by the threatened actions of the Barbados Union of Teachers affecting the 11-Plus children. I was more worried of after the 11-Plus and the correction of the papers and the possibility of late results, but other than that I was not worried about the 11-Plus. “In terms of my daughter, I am very confident she will do well. Whatever she does will be good for me. She has already made me proud in NAPSAC and I am grateful for whatever she does. At present she attends the St. Giles Primary and I must commend her teacher, Mr. Stoute, for his passionate attitude in teaching the students, my daughter included. The students in his class also have great respect for him and they tend to do well during the term. I have no doubt she and the other St. Giles students will do good.” After the first part of the exam was finished, students came out smiling as they related to parents and guardians their prowess in the English section of the exam. However, it was the Mathematics paper which reduced many to tears upon leaving the exam room, running into the arms of their parents, tears streaming down their faces. Lisa Wiles, a student of Charles F. Broome Memorial, told The Barbados Advocate, “2016 paper was harder than 2015 paper. The Composition and Grammar was easy, but Section Two and Three of the Mathematics paper was hard. I am relieved the exam is over and I hope I pass for my first choice of Queen’s College.” Teacher John Gittens of Charles F. Broome Memorial noted, “I am very confident my students did well. Some of them said Section Three of the Mathematics paper was challenging, but my children were well prepared. Children at Charles F. Broome are generally well prepared. It is concerning a lot are in tears about the Mathematics paper, but generally we will do well. I do not like to see them crying because I like them to be able to conquer challenges. The fact there are tears means there are sums or one particular sum that was challenging, but I always tell them there are things you may not be comfortable with, but just apply yourself to it because that is just fear. “Now the exam is finished, some of the students will be taken to Divi Southwinds for a treat arranged by their parents where they can relax and have fun. The next day at school, we will review the exam papers with them and show them where they went wrong so they can apply it later on.”

Language: English

Book Section

Begabtenförderung und Montessori-Pädagogik [Promotion of talented students and Montessori pedagogy]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 335-342

See More

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Conference Paper

The Impact of the Montessori Method’s Three-Period Lesson on the Word Learning of Students Who Are Deaf or Hard of Hearing

Available from: higherlogicdownload AWS

Children with disabilities, Deaf, Deaf children, Hearing impaired children, Inclusive education, Montessori method of education, Three-Period Lesson

See More

Abstract/Notes: Poster presentation at an undetermined conference.

Language: English

Report

Meeting Students' Needs in the Multiage Group Environment. E.S.E.A. Title IV-C. Final Evaluation Report.

See More

Abstract/Notes: A comprehensive instructional system to meet the needs of students of differing achievement and grade in the same classroom, this program is characterized by an innovative management system, procedures for continuous assessment of educational needs and achievement, a curriculum based on individual needs, and an emphasis on parent and community involvement. Called Meeting Students' Needs in the Multi-age Group Environment (MSN), the project served 205 students in first, second, and third grades of the Murch Elementary School in Washington, D.C. The evaluation described here focused on implementation of the program, student academic achievement, and self-reliant behavior. Data were gathered through observation, questionnaires, and student achievement tests. Evaluators concluded that (1) the program is meeting student needs in a multiage environment; (2) it can be replicated at other grade levels; (3) parents would like the program expanded to include more children; and (4) there is

Language: English

Published: Washington, D.C., Jan 1980

Report

Meeting Students' Needs in the Multiage Group Environment. E.S.E.A. Title IV-C. Final Evaluation Report, 1979-1980.

See More

Abstract/Notes: The purpose of the Meeting Students' Needs in the Multiage Group Environment (MSN) program was to provide an instructional system to meet the needs of elementary school students of differing achievement, age, and grade level who are in the same classroom. The program, for kindergarten through grade six, was characterized by an innovative management system, a procedure for continuous assessment of educational needs and achievement, an emphasis on the development of independent behavior, and the encouragement of parent and community involvement. MSN was evaluated through a procedure that called for the comparison of intended outcomes to actual outcomes. Findings from standardized tests of achievement indicated that students in grades one through four increased their percentile ranks in reading or mathematics or both. Similar gains were not observed for grades five and six. Two project-designed instruments developed to measure independence, self-reliance, and responsibility did not

Language: English

Published: Washington, D.C., Feb 1981

Report

Attitudes toward Multiple Aged Classrooms of Third, Fourth, Fifth, and Sixth Grade Students

Available from: ERIC

See More

Abstract/Notes: This study investigated students' attitudes toward multi-age classrooms, specifically examining differences in attitudes based on gender and grade level. The Multiage Attitude Survey was administered at the end of the school year to students in two multi-age classrooms: one classroom with 11 third-grade and 10 fourth-grade students, the other with 11 fifth-grade and 13 sixth-grade students. Results revealed no significant difference in attitudes based on gender. However, differences were found in grade level attitudes. Correlations between grade level and negative attitudes toward multi-age classrooms indicated that the higher grade-level students (fourth graders and sixth graders) had more negative attitudes toward the multiple groupings than did younger students in each classroom. (Author/MM)

Language: English

Conference Paper

Are Multiage/Nongraded Programs Providing Students with a Quality Education? Some Answers from the School Success Study

Available from: ERIC

Fourth Annual National Create the Quality Schools Conference, April 6, 1995, Oklahoma City, Oklahoma

See More

Abstract/Notes: This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during.

Language: English

Advanced Search