For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book
The Holliday Montessori Magnet Elementary School, 1990-1991. Formative Evaluation
Academic achievement, Americas, Early childhood care and education, Early childhood education, Elementary education, Holliday Montessori School (Kansas City, Missouri), Magnet schools, Montessori method of education, Montessori schools, Nongraded schools, North America, Parent attitudes
See More
Abstract/Notes: This formative evaluation report documents the progress made by the Holliday Montessori Magnet Elementary School (Kansas City, Missouri) during the first year of implementation of Montessori themes. The evaluation was based on the goals established by the Holliday Montessori Site Plan and the Long-Range Magnet School Plan. Examined were enrollment data; program implementation; parent, teacher, administrator, and student attitudes toward the program; and student achievement. Enrollment data indicated that the school's enrollment was 9% below program capacity, and that the school was close to achieving the desegregation goal of 60% minority and 40% nonminority students and had maintained court-ordered class size limits. Achievement scores for nonminority kindergarten students were above national norms in math and language subtests, but minority student achievement scores fell below the national norm. Classroom observations, site visits, questionnaires, and interviews suggest that the program is being implemented according to the site plan and long-range plan objectives. However, program participants identified problems associated with inadequate supplies and materials, student transportation, communication among colleagues, vacancies for Montessori resources staff, and training for teachers and paraprofessionals. Perceptions of parents were positive and reflected a strong degree of satisfaction in most areas of program implementation. Recommendations based on the evaluation results are provided. Appended are 4 references and related materials.
Language: English
Published: Kansas City, Missouri: Kansas City School District, Aug 1991
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Executive Summary
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Public Montessori, United States of America
See More
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. Questionnaires were sent to the households of 536 pupils and to 50 school staff members in the 3 Montessori Option elementary schools. Parents and guardians replied positively to 25 closed-ended questions; were neutral about none; and responded negatively to four. School staff replied positively to 27; were neutral about none; and responded negatively to two. Parents and guardians expressed concern about more than 46 survey-related topics. Parent-initiated topics included: competitiveness and comparison between students, curriculum design and development, learning environments, parent-teacher conferences, program expansion, public school use of Montessori philosophy, and staff certification and training. School staff expressed concern about classroom mangagement, instructional materials, parent involvement, parent-teacher conferences, skills and knowledge analysis, student progress, and the district-wide testing program. Questions and responses (along a Likert-type scale) are provided for parents and school staff members.
Language: English
Published: Indianapolis, Indiana: Indianapolis Public Schools, 1989
Volume: 1 of 3
Conference Paper
Evaluation of Multi-Age Team (MAT) Implementation at Crabapple Middle School: Report for 1994-1995
Available from: ERIC
Annual Conference of the National Middle School Association (23nd, Baltimore, Maryland, October 31-November 3, 1996)
See More
Abstract/Notes: In fall 1993, administrators and faculty at the Crabappple Middle School in Roswell, Georgia, implemented the Multi-Age Team (MAT) program, creating multi-age teams of sixth-, seventh-, and eighth-grade students. The projects' main goal was to enhance self-esteem. Additional goals included implementation of interdisciplinary, thematic instruction; flexible scheduling; and Project Adventure, a program designed to build leadership, group relationships, and self-confidence. Other goals included the development of critical thinking, cooperative learning, hands-on learning, and inclusion grouping for learning disabled and gifted students. This 1994-95 report describes the evaluation procedures used, data collected, and the interpretation of the results. The quantitative data collected for the MAT and comparison student groups included the Iowa Test of Basic Skills (ITBS) results, Coopersmith Self-Esteem Inventory (SEI) scores, and attendance and behavior referral data. The ITBS math
Language: English
Master's Thesis
An Analysis and Evaluation of the Montessori Theory of Inner Discipline
Available from: Loyola University Chicago
See More
Abstract/Notes: The purpose of this study is to examine and evaluate the characteristics of the Montessori Theory of Inner Discipline through the writings of Maria Montessori, through the material written about the Montessori Method, and in the light of current disciplinary usages. It is written in an attempt to provide at least a partial answer to the present disciplinary dilemma on the current American scene.
Language: English
Published: Chicago, Illinois, 1970
Article
1998-1999 Newsletter Evaluation Summary
Publication: AMI Elementary Alumni Association Newsletter, vol. 32, no. 1
Date: 1999
Pages: 12
See More
Language: English
Doctoral Dissertation
ALMONTE - Evaluation eines veränderten Montessori-Diplomkurskonzepts: empirische Einblicke und Empfehlungen
See More
Language: German
Published: Schwäbisch Gmünd, Germany, 2014
Article
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 45, no. 2
Date: 2008
Pages: 443-494
See More
Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
Language: English
ISSN: 0002-8312, 1935-1011
Article
Speaker Evaluations; Quotes from the Conference
Publication: CAMT News (Ontario, Canada), vol. 18, no. 4
Date: Jan 1994
Pages: 5
See More
Abstract/Notes: Discusses the Canadian Association of Montessori Teachers' (CAMT) fall conference, 1993
Language: English
Article
Helpful Hints [Reading to your child; teacher self-evaluation]
Publication: The National Montessori Reporter
Date: 1989
Pages: 11
See More
Language: English
Article
Children's Automatic Evaluation of Self-Generated Actions is Different from Adults
Available from: Wiley Online Library
Publication: Developmental Science, vol. 24, no. 3
Date: 2021
Pages: e13045
See More
Abstract/Notes: Performance monitoring (PM) is central to learning and decision making. It allows individuals to swiftly detect deviations between actions and intentions, such as response errors, and adapt behavior accordingly. Previous research showed that in adult participants, error monitoring is associated with two distinct and robust behavioral effects. First, a systematic slowing down of reaction time speed is typically observed following error commission, which is known as post-error slowing (PES). Second, response errors have been reported to be automatically evaluated as negative events in adults. However, it remains unclear whether (1) children process response errors as adults do (PES), (2) they also evaluate them as negative events, and (3) their responses vary according to the pedagogy experienced. To address these questions, we adapted a simple decision-making task previously validated in adults to measure PES as well as the affective processing of response errors. We recruited 8- to 12-year-old children enrolled in traditional (N = 56) or Montessori (N = 45) schools, and compared them to adults (N = 46) on the exact same task. Results showed that children processed correct actions as positive events, and that adults processed errors as negative events. By contrast, PES was similarly observed in all groups. Moreover, the former effect was observed in traditional schoolchildren, but not in Montessori schoolchildren. These findings suggest that unlike PES, which likely reflects an age-invariant attention orienting toward response errors, their affective processing depends on both age and pedagogy.
Language: English
DOI: 10.1111/desc.13045
ISSN: 1467-7687