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Article
Field Notes [M: Magazine; schools in Minnesota, Iowa, Connecticut, California, Ohio, Illinois, Maryland, Massachusetts, North Carolina; AMS research effort; Tomorrow's Child online; MACTE recognition by US]
Publication: Public School Montessorian, vol. 21, no. 1
Date: Fall 2008
Pages: 8-9
Montessori Accreditation Council for Teacher Education (MACTE), Public Montessori
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Language: English
ISSN: 1071-6246
Article
Thirty Years of Tradition and Growth: The Montessori Society of Central Maryland
Publication: Tomorrow's Child, vol. 1, no. 4
Date: Jul 1993
Pages: 14
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Language: English
ISSN: 1071-6246
Article
Montessori Loss [Mary Braun Ruffing]
Publication: AMS News, vol. 3, no. 1
Date: 1972
Pages: 1
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Language: English
ISSN: 0065-9444
Article
Two AMS Approved Montessori Teacher Training Courses Scheduled for Los Angeles! [Montessori Schools, Inc.; Mount St. Mary's College; Xavier University, Cincinnati, OH; Oklahoma City Univeristy]
Publication: AMS News Notes, vol. 5, no. 2
Date: 1967
Americas, Montessori training courses, North America, Trainings, United States of America
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Language: English
ISSN: 0065-9444
Article
L'invenzione linguistica alla scuola primaria: la didattica dell'italiano nell'esperienza montessoriana [Language Invention in Primary School: Teaching of Italian in a Montessori Experience]
Available from: Pensa Multimedia
Publication: Giornale Italiano della Ricerca Educativa / Italian Journal of Educational Research, vol. 10, no. Special Issue
Date: 2017
Pages: 75-88
Europe, Italy, Language acquisition, Montessori schools, Scuola Montessori Milano (Milan, Italy), Southern Europe
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Abstract/Notes: In this paper we will present certain aspects of teaching Italian in the experimental language laboratory of the Montessori School of Milan. The laboratory consists of a series of meetings between teachers and researchers, featuring lessons conducted in class by researchers with the aim of creating a secret language together, and eventually its imaginary world. Furthermore, the teaching methodology will be set out in a consistent methodological and psychopedagogical framework as a support for learning Italian as a first and as well as second language. In particular, language productions will be analysed from a sociocultural perspective by considering secret languages as new cultural artefacts that help develop socio-relational competence, that is both self-regulating and metacognitive.
Language: Italian
ISSN: 2038-9744
Article
The First Montessori High School in the U.S. [Barrie School, Silver Spring, Maryland]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 10, no. 1
Date: Winter 1983
Pages: 4–6
Americas, North America, United States of America
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Language: English
ISSN: 0010-700X
Article
Does Preschool Curriculum Make a Difference in Primary School Performance: Insights into the Variety of Preschool Activities and Their Effects on School Achievement and Behaviour in the Caribbean Island of Trinidad; Cross-Sectional and Longitudinal evidence
Available from: Taylor and Francis Online
Publication: Early Child Development and Care, vol. 103, no. 1
Date: 1994
Pages: 27-42
Americas, Caribbean, Latin America and the Caribbean, Trinidad and Tobago
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Abstract/Notes: Preschool education is an important and much studied topic in developed countries, and of growing importance in the third world. Studies exploring preschool experience have noted positive effects when comparing children with access to preschool versus children without access, and effects of particular curriculum approaches over the length of primary schooling. This study adopts a focused sample, cross‐sectional design to explore the types of preschool experience available (denoted by types of preschool activities which equate broadly to curriculum approaches) and whether variation in preschool experience affects core curriculum (English, science, mathematics) performance and classroom behaviours throughout the years of primary schooling in Trinidad and when children complete their primary education in the form of a national ‘common entrance examination’ for entry into a stratified secondary school system. Results show that a large majority of the sampled children attended preschool and that most of the preschool experience was traditional and teacher centred. Neither child centred or teacher centred preschool activities affected academic performance in the core subjects during the primary school years or at the end of their primary school career. Type of preschool activity did affect teacher perception of behaviour in class. Child centred experience facilitated a social/peer orientation in children. High levels of teacher centred experience detracted from later relationships with teacher. Results were confounded by social class, with middle class children having most access to (the limited amount available) child centred preschool experience and performing at the highest academic and behavioural levels in the classroom although in limited numbers. The discussion questions the appropriacy of the various preschool activities for pupils within a cultural orientation of traditional upbringing and primary schooling practices.
Language: English
ISSN: 0300-4430, 1476-8275
Article
Implementing Assessment Methods in Primary State Schools / Implementacija dokimoloških rješenja u primarnom obrazovanju državnih škola
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Croatian Journal of Education / Hrvatski časopis za odgoj i obrazovanje, vol. 21, no. 4
Date: 2019
Pages: 1231-1261
Assessment, Croatia, Europe, Southern Europe
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Abstract/Notes: The aim of the research was to compare the assessment methods of state schools andthose of some alternative schools and examine the opinions and estimates of teacherson the possibility and need to implement assessment methods from some alternativeschools into state schools. The purpose of the paper is to enhance existing assessmentmethods in state schools. The longitudinal research was carried out in five alternativeschools and in state schools in the city of Zagreb. Triangulation methodology wasapplied. Seventeen participants were included in the qualitative phase of the researchcarried out in 2011 while the sample in the quantitative phase of the research in 2018comprised 159 participants. The first phase collected data using the case study andinterview, while a questionnaire - Assessment models and methods - was developedfor the second phase. The research did not show significant differences in opinionsbetween teachers regarding the same assessment methods seven years later. The resultsshow that teachers in alternative schools give a more positive estimate of the possibilityand need for implementation. The existing manner of assessment and evaluation instate schools should be modernized with alternative methods such as the yearly report,portfolio and Montessori materials.Keywords: alternative schools; assessment and evaluation; primary education, specificassessment methods; state schools.---SažetakCilj istraživanja bio je usporediti dokimološka rješenja u državnim i nekimalternativnim školama te ispitati mišljenja i procjene učitelja o mogućnosti i potrebiimplementacije dokimoloških rješenja iz nekih alternativnih škola u državne škole.Svrha rada jest unaprjeđenje postojećih dokimoloških rješenja u državnim školama.Istraživanje je longitudinalno i provedeno je u pet alternativnih i u državnimškolama u gradu Zagrebu. Korištena je metodološka triangulacija. U kvalitativnojfazi istraživanja iz 2011. godine, sudjelovalo je 17 ispitanika, a u kvantitativnoj faziistraživanja 2018. godine, 159 ispitanika. U prvoj fazi za prikupljanje podatakakorištena je studija slučaja i intervju, a za drugu je konstruiran anketni upitnik- Dokimološki modeli i rješenja. Ispitivanje nije pokazalo značajnije razlike umišljenjima učiteljica i učitelja o istim dokimološkim rješenjima 7 godina kasnije.Rezultati pokazuju kako učitelji alternativnih škola pozitivnije procjenjuju mogućnosti potrebu implementacije, a postojeće načine praćenja i ocjenjivanja u državnojškoli treba osuvremeniti alternativnim dokimološkim rješenjima poput godišnjegaizvještaja, portfolija i Montessori materijala.Ključne riječi: alternativne škole; državne škole; praćenje i ocjenjivanje; primarnoobrazovanje; specifična dokimološka rješenja.
Language: Croatian, English
ISSN: 1848-5189, 1848-5197
Article
Issues in Education: Multi-Age Programs in Primary Grades: Are They Educationally Appropriate?
Available from: Taylor and Francis Online
Publication: Childhood Education, vol. 69, no. 1
Date: 1992
Pages: 3-4
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Abstract/Notes: Although multiage grouping is part of a greater approach to change in education, classroom problems can result when the approach's rationale is not understood. Three precepts of vertical grouping concern heterogeneity of student groups, individualized materials and activities, and a caring learning community. Factors influencing successful programs are described. (LB)
Language: English
DOI: 10.1080/00094056.1992.10521787
ISSN: 0009-4056, 2162-0725
Article
Primary Pupils' Experiences of Different Types of Grouping in School
Available from: Taylor and Francis Online
Publication: British Educational Research Journal, vol. 30, no. 4
Date: 2004
Pages: 515-533
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Abstract/Notes: There has been little research on pupils' experiences of ability grouping. This study aimed to explore the perceptions of primary‐aged pupils regarding the purpose and practice of within and between class ability grouping; their experiences of those practices; and how their attitudes to school, self‐perceptions and behaviour were affected. The study was undertaken in six primary schools adopting different combinations of grouping practices including streaming, setting, within‐class ability and mixed ability grouping. Six pupils, of high, moderate or low ability, mixed in gender, in each Key Stage 2 class were interviewed in each school. The findings showed that pupils were aware of how and why they were grouped and accepted the rationales provided. Attitudes towards school were not affected by grouping structures, but pupils' awareness of their place in the pecking order and the nature of teasing in the school were, although these were mediated by school ethos factors.
Language: English
DOI: 10.1080/0141192042000237211
ISSN: 0141-1926, 1469-3518