Abstract/Notes: The major purpose of this study was to determine if and how Montessori classrooms differentiate instructional and curricular practices for gifted and talented students. The Classroom Practices Record (Westberg, Dobyns, Archambault, 1990) was used to determine the degree of differentiation. Observations were made of gifted and average children in four private elementary AMS affiliated Montessori classrooms in Indiana. The collected data were analyzed descriptively. The results indicate that little differentiation occurred in verbal or curricular practices for gifted and talented students within the observed classrooms.

Language: English

Published: Waco, Texas, 2000

Abstract/Notes: Teaching adults unlike educating children, is a difficult area, owing to the learners’ educational and social background, compounded by their expectations and assumed goals. Bearing in mind that learning and teaching strategies may not be equally effective with all learners, it is advisable to propose such a mode of teaching that would accommodate especially those adults who face difficulties with gaining knowledge, due to factors outside the strictly educational sphere. This is where, Maria Montessori’s pedagogy steps in with a proposal addressed at those persons who have so far failed to succeed in learning a foreign language in a traditional way. Her pedagogy has inspired teachers and educators all over the world and consequently, had a profound effect on the structure and quality of teaching until today. Although it has mainly dealt with educating children and young people until the age of 18, there have been attempts to apply her methodology to adult teaching. The author of this article will look at the ways her philosophy can be adopted in teaching adults, however to get a better perception of the nature of her ideas, some attention has to be drawn to what drove Maria Montessori to devoting her professional life to education.

Language: English

Published: Berlin, Germany: Springer International Publishing, 2021

ISBN: 978-3-030-57799-5

Series: Advances in Intelligent Systems and Computing , 1266

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: Poster presentation at an undetermined conference.

Language: English

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

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

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

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

Language: English

Abstract/Notes: The purpose of this study was to determine whether a difference exists between the academic progress of seventh and eighth grade students who attended Texas public Montessori schools and the academic progress of their peers who attended matched non- Montessori schools. Specifically, this study sought to determine whether students enrolled in Montessori programs had higher percentages of passing rates on state mandated criterion referenced tests than students enrolled in non-Montessori programs for early adolescents. Research questions were posed and corresponding research hypotheses were tested within the subject matter disciplines of reading and mathematics in the seventh grade and within the subject matter disciplines of reading mathematics, science, and social studies in the eighth grade. In all but one analysis, the Montessori students had higher passing percentages than non-Montessori students. Seventh grade Montessori students had higher passing percentages in math and higher passing percentages in reading. Eighth grade Montessori students had higher passing percentages on reading, science, math and social studies. The study provided evidence that Montessori programs for early adolescents produce favorable academic outcomes when compared with their matched non-Montessori counterparts in public schools.

Language: English

Published: Stephenville, Texas, 2011