Language: English

Language: English

Abstract/Notes: Article text: The Springer Memorial Secondary School was a hive of activity and nervous excitement as students, stationery in hand, made their way into the school to sit the Barbados Secondary School Entrance Examination (BSSEE) on Tuesday. Nervous parents were left on the outside of the school grounds standing and awaiting the return of their child or ward upon completion of the two-part 11-Plus examination, consisting of English and Mathematics. Mitchelle Maxwell, Deputy Principal of the Springer Memorial Secondary School, told the media, “We have 252 students comprising Blackman and Gollop Primary, Charles F. Broome Memorial Primary, Belmont Primary, St. Giles Primary and a few students from various schools such as St. Angela’s Primary, Happy Vale Montessori Primary School, registered to take the Barbados Secondary School Examination. “Preparations were put in place from Friday ensuring the rooms were ready, and security checks were done this morning at 6:30 a.m. prior to the exam. “We expect to have a smooth operation as it pertains to the examination this morning, which is broken up into two – Essay and Grammar, and Mathematics.” Parent, Troy Johnson, was one of the many parents and guardians on the outside of the Springer Memorial school as he waited on daughter, Zaria Johnson. He told The Barbados Advocate, “I am more nervous than my daughter. During the course of the time it was okay, but this morning the flutters have it. “She has been going to lessons and doing extra work in between, so hopefully she will do well to pass for her first choice Springer Memorial.” Calvin Williams was amongst the parents standing outside the gate. He noted, “I was not worried by the threatened actions of the Barbados Union of Teachers affecting the 11-Plus children. I was more worried of after the 11-Plus and the correction of the papers and the possibility of late results, but other than that I was not worried about the 11-Plus. “In terms of my daughter, I am very confident she will do well. Whatever she does will be good for me. She has already made me proud in NAPSAC and I am grateful for whatever she does. At present she attends the St. Giles Primary and I must commend her teacher, Mr. Stoute, for his passionate attitude in teaching the students, my daughter included. The students in his class also have great respect for him and they tend to do well during the term. I have no doubt she and the other St. Giles students will do good.” After the first part of the exam was finished, students came out smiling as they related to parents and guardians their prowess in the English section of the exam. However, it was the Mathematics paper which reduced many to tears upon leaving the exam room, running into the arms of their parents, tears streaming down their faces. Lisa Wiles, a student of Charles F. Broome Memorial, told The Barbados Advocate, “2016 paper was harder than 2015 paper. The Composition and Grammar was easy, but Section Two and Three of the Mathematics paper was hard. I am relieved the exam is over and I hope I pass for my first choice of Queen’s College.” Teacher John Gittens of Charles F. Broome Memorial noted, “I am very confident my students did well. Some of them said Section Three of the Mathematics paper was challenging, but my children were well prepared. Children at Charles F. Broome are generally well prepared. It is concerning a lot are in tears about the Mathematics paper, but generally we will do well. I do not like to see them crying because I like them to be able to conquer challenges. The fact there are tears means there are sums or one particular sum that was challenging, but I always tell them there are things you may not be comfortable with, but just apply yourself to it because that is just fear. “Now the exam is finished, some of the students will be taken to Divi Southwinds for a treat arranged by their parents where they can relax and have fun. The next day at school, we will review the exam papers with them and show them where they went wrong so they can apply it later on.”

Language: English

Language: English

Published: Cleveland, Ohio: Cleveland Montessori Association, 1960

Abstract/Notes: This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district. Academic pretest and posttest data include scores on the Bilingual Syntax Measure, Metropolitan Readiness Tests, California Achievement Tests, and the Iowa Test of Basic Skills. The McDaniel-Piers Young Children's Self Concept Scale and the Parent Opinion Survey were also administered. A two-way analysis of covariance was used to analyze pretest and posttest academic achievement and self-concept scores, and to test for possible interaction between the programs and the sex variable. The pretest score was used as the covariate. The means of both parent groups were analyzed using the t test for two independent samples. The .05 level of significance was used to test each hypothesis. First-grade traditional students had significantly higher academic achievement scores than first-grade Montessori students. A significant interaction effect at the first-grade level revealed that traditional males had the highest adjusted mean score for academic achievement and Montessori males had the lowest adjusted mean score. Second-grade traditional students showed a significant increase over second-grade Montessori students in self-concept. No significant difference was found in the attitude of parents of students enrolled in both programs. Conclusions based on this investigation are that more similarities than differences are evident between the two programs, differences in academic achievement and interaction effects and sex appeared at only one grade level, differences in self-concept appeared at only one grade level, and parent attitudes are similar. Recommendations include continuation of the Montessori program evaluation and replication using a larger population, different grade levels, and different socioeconomic levels.

Language: English

Published: Denton, Texas, 1982

Language: English

Abstract/Notes: In this diverse world, parents and educators around the globe today face new challenges connecting with raising children. The Nigerian Igbo belief ‘It takes a village to raise a child’ can re-emerge as ‘It takes a multi-cultural perspective in the village that raises a child prepared for the culturally integrated world’. This book offers a multi-cultural, multi-disciplinary, and fresh, global perspective on parenting today by delving deep into the cultural, ethnic, and traditional characteristics of parenting, as well as the latest evidence-based scientific research on parenting a healthy child in every developmental stage for this era. Fascinating topics discussed here include connecting to an infant, potty training toddlers, teaching emotional regulation to preschoolers, task management of school-age children, dramatic transitions of tweens, and communicating effectively with an adolescent. Includes a section about Maria Montessori and Montessori education.

Language: English

Published: Newcastle-upon-Tyne, England: Cambridge Scholars Publishing, 2022

Edition: 1st ed.

ISBN: 978-1-5275-8376-4

Language: English

Published: Bethesda, Maryland: Elad Enterprises, 1963

Edition: 2. ed

Language: English

Language: English