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Article
Sugestiones para la Escuela Nueva
Publication: La Nueva Era (Buenos Aires)
Date: Sep 1927
Agustin Nieto Caballero - Biographic sources, Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, South America
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Language: Spanish
Master's Thesis (Unpublished)
A Critical Evaluation of Madame Montessori's Pedagogy
Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: New York, 1917
Article
Montessori en Puerto Rico lleva la delantera global: Expertos en esta metodología educativa alterna celebran los avances que ha tenido en el sistema público de enseñanza
Available from: El Nuevo Dia website
Publication: El Nuevo Dia (San Juan, Puerto Rico)
Date: Feb 8, 2019
Americas, Caribbean, Latin America and the Caribbean, Puerto Rico
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Abstract/Notes: La creación de una estructura, mediante legislación, para supervisar e impulsar la educación Montessori en el sistema público de enseñanza colocó a Puerto Rico en la delantera en cuanto al desarrollo de esta corriente educativa.
Language: Spanish
Book Section
Die Genfer Montessori-Schulen [The Geneva Montessori Schools]
Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Pages: 89-98
Europe, Gertrude Gareis-Dannegger - Biographic sources, Marianne Ferriere - Biographic sources, Montessori method of education, Montessori schools, Switzerland, Western Europe
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Language: German
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
ISBN: 978-3-258-07092-6
Report
An Evaluation of Montessori Education in South Carolina's Public Schools
Available from: The Riley Institute at Furman University
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, Public Montessori, United States of America
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Abstract/Notes: With support from the Self Family Foundation and the South Carolina Education Oversight Committee, the Riley Institute has completed a multi-year study of Montessori education in South Carolina’s public schools, the most comprehensive evaluation of public Montessori ever conducted in the United States. Between 2011 and 2016, this mixed-method study examined how Montessori impacts stakeholders in South Carolina and provided information needed to guide future investment in Montessori education. Researchers investigated the following as parts of the study: the extent to which schools implemented Montessori with fidelity; the demographic makeup of public school Montessori students; the effect of Montessori education on academic and behavioral outcomes; the impact of Montessori education on creativity, social skills, work habits, and executive function; and Montessori teachers’ perspectives on job satisfaction and the challenges of Montessori in the public sector. The study results demonstrate that students in public school Montessori classrooms across the state are faring well, as compared to similar nonMontessori public school students, when examining academic, behavioral, and affective outcomes.
Language: English
Published: Greenville, South Carolina, 2018
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
Book Section
An Evaluation of the Montessori Method in Schools for Young Children
Available from: Books to Borrow @ Internet Archive
Book Title: Early Childhood Education Rediscovered: Readings
Pages: 92-96
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Language: English
Published: New York: Holt, Rinehart and Winston, 1968
Report
An Evaluation of ESEA Title III Projects, Fiscal Year 1972. Interim Report
Available from: ERIC
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Abstract/Notes: This report contains descriptions and progress of five projects in the District of Columbia partially or wholly funded by ESEA Title III: (1) The Columbia Road Preschool Pilot Project, a second-year experimental effort designed to serve as a model school providing an experimental setting for early childhood educational programs; (2) The Montessori Preschool Project, designed to adapt the Montessori method and to develop a model for a public school setting; (3) Continuing Education and Services for School Age Mothers, for which an interim report has not been included in this evaluation report; (4) Development of a Complete School Program for Rubella Children Beginning During the Pre-School Period, a project of the Special Education Department of the D.C. Public Schools, designed primarily to provide educational opportunities for young hearing impaired children who might also have other handicaps concomitant with maternal Rubella; and, (5) The Parent-Partners Traineeship Proposal for a Parent Education Program, designed to foster parent-pupil partnership in order to reinforce and extend the educational experiences of children. [Several pages of this document are not clearly legible, but it has been reproduced from the best available copy.] (RJ)
Language: English
Published: Washington, D.C., May 1972
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
Report
Meeting Students' Needs in the Multiage Group Environment. E.S.E.A. Title IV-C. Final Evaluation Report.
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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