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Article
A Multiage Success Story: How Does Everyday Mathematics Fit in a Multiage Classroom?
Publication: TeacherLink, vol. 4, no. 3
Date: 1996
Pages: 1-3
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Abstract/Notes: Describes the mixed-age group implementation of the Everyday Mathematics program, which contains many open-ended components that are easily adaptable to the developmental nature of the mixed-age setting. Notes that students can benefit from games, explorations, projects, math messages, and math boxes in mixed-age settings. Team-teaching is used where content is difficult to teach in mixed-age settings.
Language: English
Article
Managing Your Multi-Age Classroom
Publication: Teaching Pre K-8, vol. 25, no. 1
Date: Aug/Sep 1994
Pages: 68-73
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Abstract/Notes: Examines the advantages of teaching in a multiage elementary classroom and discusses specific techniques that work well with children of different ages and abilities. Suggests that teachers need to integrate material as much as possible, balance large- and small-group activities, and utilize cooperative teams made up of students from each age group. (MDM)
Language: English
ISSN: 0891-4508
Book Section
Evaluation of Montessori and Open Classrooms: A Survey of the Literature
Book Title: Evaluation of Educational Outcomes: Noncognitive Domains
Pages: 1-29
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Language: English
Published: New York: American Montessori Society, 1977
Article
Assessment and Evaluation in the Multiage Classroom. Special Issue
Available from: ERIC
Publication: OSSC Bulletin, vol. 39, no. 3/4
Date: Jan/Feb 1996
Academic achievement, Americas, Nongraded schools, North America, United States of America
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Abstract/Notes: Assessment of student progress is a challenge for educators who use developmentally appropriate practices such as multiage grouping. Interest in alternative types of assessment has become widespread. These performance-based, or authentic, assessments are explored in this document, which presents assessment strategies that work effectively with multiage instructional approaches. Chapter 1 begins by examining the purposes of assessment and then compares the characteristics, strengths, and limitations of conventional and authentic assessments. Chapter 2 explores methods used to assess and document the process of learning, such as observation, anecdotal records, and developmental checklists, and presents means of assessing, evaluating, and organizing authentic products of student learning. Issues involved in reporting student progress to parents and administration are examined in the third chapter. Chapter 4 considers the implications of authentic-assessment approaches for administrators and school boards, and summarizes what administrators should know about teachers' requirements to effectively implement new assessment methods. A summary publication is included. The appendix contains an overview of authentic-assessment practices in Oregon. Data were gathered from interviews with 10 educators and assessment specialists.
Language: English
ISSN: 0095-6694
Article
Nongraded Education: Overcoming Obstacles to Implementing the Multiage Classroom. Special Issue
Available from: ERIC
Publication: OSSC Bulletin, vol. 38, no. 3/4
Date: Nov-Dec 1994
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Abstract/Notes: This issue of the OSSC Bulletin explores problems encountered in implementing a closely associated group of educational innovations whose adoption has become increasingly common in recent years. This "family" of organizational and instructional practices includes non-age-graded organization, mixed-age grouping, developmentally appropriate practices, continuous-progress learning, integrated or thematic instruction, and cooperative learning. Data were gathered from a review of literature and 10 telephone interviews conducted with teachers and administrators. Chapter 1 surveys the theoretical base for nongraded education and for common nongraded practices and program configurations, focusing on areas in which controversy exits or research evidence is incomplete. It also shows how ignorance of the change process can affect implementation. Chapter 2 explores misunderstandings that often sabotage nongraded practices, and how these misunderstandings develop, and suggests actions that can be taken to reduce them. The third chapter examines the ways inadequate practical skills lead to failure and discusses effective ways for teachers to acquire the appropriate skills. Chapter 4 illustrates how an unsupportive school culture can discourage educators and undermine a program, and chapter 5 documents the need for district and state support. The sixth chapter considers the need for sufficient time and financial resources to prevent program failure. It examines how these factors have affected implementation efforts in British Columbia, Kentucky, and Oregon. Chapter 7 suggests actions school boards and administrators can take to avoid or overcome these obstacles. A Bulletin in Brief, a four-page condensed version, is included. (LMI)
Language: English
ISSN: 0095-6694
Article
Multi-Age Classrooms: Families and Flexibility
Publication: Teaching Pre K-8, vol. 27, no. 5
Date: Feb 1997
Pages: 45-47
Classroom environments, Nongraded schools
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Abstract/Notes: Discusses the organization and operation of multi-age classrooms in an elementary school in Nevada. Describes how teachers working with primary classrooms of first and second graders, and intermediate classrooms of third, fourth, and fifth graders, created an adaptive, flexible, and dynamic curriculum that could serve the needs of their overpopulated school. (AA)
Language: English
ISSN: 0891-4508
Article
An Approach to Art in the Montessori Classroom
Publication: SNAPS News (St. Nicholas Association of Past Students News)
Date: Feb 1984
Pages: 4-5
Art, Montessori method of education
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Language: English
Article
School on Coast Is Host to Critics: Pupils Teach Themselves in Montessori Classrooms
Publication: New York Times (New York, New York)
Date: 1963
Pages: 1
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Language: English
ISSN: 0362-4331
Document
Lowering the Noise Level in an Open Classroom
Available from: Michael Olaf Montessori Company
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Language: English
Published: 1973
Book
Pupil Organisation and Teaching Strategies in a New Zealand Montessori Primary Classroom: A Research Paper
Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania
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Language: English
Published: Wellington, New Zealand: E. Barry, 1992