For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Per l'insegnamento della scrittura (Sistema della Dott. M. Montessori) [For the teaching of writing (System of Dr. M. Montessori)]
Publication: Bollettino dell'Associazione romana per la cura medico-pedagogica dei fanciulli anormali e deficienti poveri, vol. 1, no. 4
Date: 1907
See More
Language: Italian
Article
Primenenie Pedagogiceskich Idej Montessori v Nacal'noj Skole [Applying Montessori Teaching Ideas In Elementary School]
Publication: Pedagogiceskij Sbornik [Pedagogical Compendium]
Date: 1915
Pages: 67-80
Elementary education, Elementary schools, Maria Montessori - Philosophy, Montessori method of education, Montessori schools
See More
Language: Russian
Report
The Bronx New School: Weaving Assessment into the Fabric of Teaching and Learning. A Series on Authentic Assessment and Accountability
Available from: ERIC
See More
Abstract/Notes: In 1987, parents and teachers from diverse neighborhoods of a local school district in New York (New York) founded the Bronx New School, a small public elementary school of choice that was meant to be learner-centered, with high standards for all. The school was organized into heterogeneous, multi-age classes and structured to encourage collaboration among faculty, students, and families. In spite of political stresses, the school's founding values have survived. This report focuses on the first 3 years of its life, a time when a comprehensive assessment system was designed and used throughout the school. The assessment system was designed to support instruction and learning through the collection of descriptive records of student growth. Teacher-kept records, student-kept records, and samples of student work in portfolios are used in combination to develop a picture of student learning. A developmental framework constructed by teachers provides a general guide for expectations of
Language: English
Published: New York, New York, Sep 1994
Report
Research on Multi-Age/Multi-Grade Classes: Report to the Teaching and Learning Issues Group
Available from: ERIC
See More
Abstract/Notes: Multiage/multiability grouping is when more than one grade level of students is grouped in a classroom. This report summarizes the research on multiage/multiability grouping in the primary grades. The paper, which is intended for use in Kentucky's educational system, focuses on quantitatively based comparative research syntheses. The text describes the Primary Program and looks at factors that may explain improved learning and test results. It asks numerous questions: "What are the problems in implementing the multi-age/multi-grade grouping attribute of the Primary Program?""Does the multi-age requirement limit implementation of other critical attributes of the Primary Program?""Are there inconsistencies between the Primary Program and other components of the Kentucky Education Reform Act?""What are the findings from research studies on multiage/multigrade grouping?" and "What effect has Kentucky's Primary Program had on the number of children labeled 'exceptional' in grade 4?" Each
Language: English
Published: Lexington, Kentucky, May 1997
Report
Differentiated Teaching and Learning in Heterogeneous Classrooms: Strategies for Meeting the Needs of All Students
Available from: ERIC
See More
Abstract/Notes: This guide provides conceptual as well as practical information for meeting the needs of all learners in heterogeneous classrooms. The first six sections discuss the growing heterogeneity in today's classrooms, the rationale for differentiated teaching and learning, the changing roles of teachers and students, the importance of creating classroom communities that nurture diversity, helpful ideas for organizing a classroom in which differentiated teaching and learning is practiced, and a step-by-step process for differentiation. The seventh section provides many examples of how to differentiate teaching and learning in four areas: (1) what students learn; (2) how students learn; (3) how students integrate and demonstrate what they have learned; and (4) how students and teachers utilize assessment throughout the learning process. Sections 8 and 9 include an in-depth look at actual classrooms through case studies. The first case study describes how two multi-age elementary classrooms
Language: English
Published: Minneapolis, Minnesota, 1997
Book
Process Versus Content in Elementary School Science Teaching
Available from: ERIC
See More
Abstract/Notes: The purpose of the monograph was to determine if the process of science or the content of science should be emphasized in elementary school science teaching. The discussion attempts to show why process, and not content, should be the primary emphasis in elementary school science teaching by examining the history of elementary school science in the United States, cognitive development, and the preparation of teachers. The results indicate that educators regard the development of competence in use of the scientific method and the development of the scientific attitude the most important objectives of science instruction. Developmental psychologists such as Montessori, Piaget, and Bruner believe that child cognition is enhanced when pupils use the processes of science. Finally, there is evidence that elementary school teachers can be better trained to teach a process-oriented curriculum because it requires little understanding of the concepts and principles of science and does not require teachers to keep up to date with scientific information. (Author/BR)
Language: English
Published: Syracuse, New York: Department of Science Teaching, Syracuse University, 1973
Conference Paper
The Effects of Nongrading, Team teaching and Individualizing Instruction on the Achievement Scores of Disadvantaged Children
Available from: ERIC
International Reading Association
See More
Abstract/Notes: In 1968, Clifton Hills Elementary School in Chattanooga, Tennessee, adopted the "Supermarket Idea of Learning." This learning theory provided for setting up a learning center in each instructional area with materials and machines of instruction accessible to all students. Additional features to implement the theory included; a) a daily teacher planning period, b) teaching teams, c) elimination of grade level expectation, d) individualization of instruction, e) multi-age and multi-grade grouping, f) large and small group instruction, g) independent study, and h) opportunities for student tutorials. The California Achievement Test was administered to the students every October for several years; it was possible to compare the test scores for fifth grade children in 1967 before the program was implemented with the test scores for fifth grade children in 1971 three years after the program was initiated. The direction and degree of change of mean CAT scores for the 60 children were
Language: English
Published: Atlanta, Georgia, Feb 1971
Book
Teaching Doctrine and Liturgy: The Montessori Approach
Early childhood care and education, Early childhood education, Montessori method of education, Religious education
See More
Abstract/Notes: Translation of 'Educazione religiosa, liturgia e metodo Montessori'.
Language: English
Published: Staten Island, New York: Alba House, 1964
Book
Basic Ideas of Montessori's Educational Theory: Extracts from Maria Montessori's Writings and Teachings
Maria Montessori - Philosophy, Maria Montessori - Writings
See More
Abstract/Notes: Translation of: Grundgedanken der Montessori-Pädagogik.
Language: English
Published: Oxford, UK: Clio Press, 1997
ISBN: 978-1-85109-276-5
Series: Clio Montessori Series , 14
Book
Reading, Writing and Spelling in Spanish I: A Complete Guide to Teaching Your Child Beginning Written Spanish
See More
Language: English
Published: Rossmoor, California: American Montessori Consulting, 1993
ISBN: 0-929487-77-X