Abstract/Notes: In 1987, parents and teachers from diverse neighborhoods of a local school district in New York (New York) founded the Bronx New School, a small public elementary school of choice that was meant to be learner-centered, with high standards for all. The school was organized into heterogeneous, multi-age classes and structured to encourage collaboration among faculty, students, and families. In spite of political stresses, the school's founding values have survived. This report focuses on the first 3 years of its life, a time when a comprehensive assessment system was designed and used throughout the school. The assessment system was designed to support instruction and learning through the collection of descriptive records of student growth. Teacher-kept records, student-kept records, and samples of student work in portfolios are used in combination to develop a picture of student learning. A developmental framework constructed by teachers provides a general guide for expectations of

Language: English

Published: New York, New York, Sep 1994

Abstract/Notes: Multiage/multiability grouping is when more than one grade level of students is grouped in a classroom. This report summarizes the research on multiage/multiability grouping in the primary grades. The paper, which is intended for use in Kentucky's educational system, focuses on quantitatively based comparative research syntheses. The text describes the Primary Program and looks at factors that may explain improved learning and test results. It asks numerous questions: "What are the problems in implementing the multi-age/multi-grade grouping attribute of the Primary Program?""Does the multi-age requirement limit implementation of other critical attributes of the Primary Program?""Are there inconsistencies between the Primary Program and other components of the Kentucky Education Reform Act?""What are the findings from research studies on multiage/multigrade grouping?" and "What effect has Kentucky's Primary Program had on the number of children labeled 'exceptional' in grade 4?" Each

Language: English

Published: Lexington, Kentucky, May 1997

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

Abstract/Notes: The purpose of the monograph was to determine if the process of science or the content of science should be emphasized in elementary school science teaching. The discussion attempts to show why process, and not content, should be the primary emphasis in elementary school science teaching by examining the history of elementary school science in the United States, cognitive development, and the preparation of teachers. The results indicate that educators regard the development of competence in use of the scientific method and the development of the scientific attitude the most important objectives of science instruction. Developmental psychologists such as Montessori, Piaget, and Bruner believe that child cognition is enhanced when pupils use the processes of science. Finally, there is evidence that elementary school teachers can be better trained to teach a process-oriented curriculum because it requires little understanding of the concepts and principles of science and does not require teachers to keep up to date with scientific information. (Author/BR)

Language: English

Published: Syracuse, New York: Department of Science Teaching, Syracuse University, 1973

Abstract/Notes: In 1968, Clifton Hills Elementary School in Chattanooga, Tennessee, adopted the "Supermarket Idea of Learning." This learning theory provided for setting up a learning center in each instructional area with materials and machines of instruction accessible to all students. Additional features to implement the theory included; a) a daily teacher planning period, b) teaching teams, c) elimination of grade level expectation, d) individualization of instruction, e) multi-age and multi-grade grouping, f) large and small group instruction, g) independent study, and h) opportunities for student tutorials. The California Achievement Test was administered to the students every October for several years; it was possible to compare the test scores for fifth grade children in 1967 before the program was implemented with the test scores for fifth grade children in 1971 three years after the program was initiated. The direction and degree of change of mean CAT scores for the 60 children were

Language: English

Published: Atlanta, Georgia, Feb 1971

Abstract/Notes: Translation of 'Educazione religiosa, liturgia e metodo Montessori'.

Language: English

Published: Staten Island, New York: Alba House, 1964

Language: Korean

Published: Suwon, South Korea, 2002

Abstract/Notes: The objective of this study was to evaluate how the design of the built environment can assist schoolteachers in their use of constructivist techniques as students transition from learning by play to didactic learning in early elementary learning spaces. With the increased expectations and standards for early elementary school, how can the built environment support both teachers and constructivist learning approaches such as experiential and active learning strategies to increase interactive and playful learning?Children's transition to structured schooling is associated with new experiences and challenges for students and parents. Students experience new environments, people, and modes of learning (Fabian & Dunlop, 2007). In addition to this impactful life transition as children enter primary school, increased state-mandated standards have resulted in more didactic teaching approaches in kindergarten causing an abrupt transition to sedentary learning from play focused learning in prekindergarten ("The New First Grade: Too Much Too Soon," 2006; Miller & Almon, 2009). However, Friedrich Froebel's intent for kindergarten was far different than what we see today, with kindergartens looking far different when compared to the original and prekindergarten in the United States more accurately resembling Froebel's vision (Fabian & Dunlop, 2007). Early childhood theorists, Piaget and Vygotsky, deemed learning by play essential for young children, proving critical for social and emotional skills (Wenner, 2009; Barros, Silver, & Stein, 2009; Coolahan, Fantuzzo, Mendez, & McDermott, 2000; Raver & Ziegler, 1997; Fantuzzo & McWayne, 2002; Coolahan, Fantuzzo, Mendez, & McDermott, 2000; Yogman, 2018). There is evidence to show children in early elementary school, learn best by doing; (Taylor & Boyer, 2019; Yogman, 2018) so, the physical classroom environment and supportive learning spaces should support this type of active and playful learning by providing spaces that allow teachers to engage their students in these types of learning experiences. Priorities have shifted due to increased expectations as many teachers find themselves in a dilemma balancing didactic teaching for learning standards versus developmentally appropriate practices. Design considerations of the physical classroom impact how a teacher engages students in subject matter (Byers, Imms, & Hartnell-Young, 2014; Thomas, 2010; Monahan, 2002). Design of the built environment can also assist teachers' utilization of active learning strategies through intentional space planning and design programming. This study hopes to understand how learning spaces can support active learning, equipping teachers with the spaces, layout, and technology needed to accommodate active learning practices to meet required objectives. By evaluating constructivist active learning strategies through a qualitative study, the researcher aims to use design as a tool to lessen the abrupt change from playful learning to sedentary learning commonly occurring as students transition into primary school. Findings from a teacher focus group provided the researcher with emergent themes aligning with constructivist pedagogy for Florida's early elementary learning standards. Focus group discussion provided the researcher with the design considerations and programming criteria to form a comprehensive design solution to ease the transition into didactic learning through a variety of learning environments and design considerations supportive of active learning strategies.

Language: English

Published: Tallahassee, Florida, 2022

Abstract/Notes: This invention consists of a device for teaching small children multiplication. For this purpose I form a rectangular frame, preferably of wood having on it a number of parallel vertical wires on each of which are strung ten beads. Preferably there are nine such wires. At the bottom of the frame opposite the enid of each of the wires is placed the AD figure 0, and at the top of the frame reading from the right to the left opposite the ends of the wires are placed the numbers 1, 10, 100, and so on (if there are nine wires) up to a hundred million respectively. Preferably the three numbers up to 100 are printed in the same colour on the same background, the numbers 1000 to 100,000 are painted in the same colour and ea on the same background, but with the colour of the printing or the background different from that of the former three numbers and similarly the numbers a million to a hundred million, the printing or the background of all three being the same but differing in one or other from both of the foregoing sets of figures Preferably the beads are in three colours, those on the wires corresponding to the figures 1, i000 and a million being the same colour, those on the wires corresponding to the figures 10, 10,000 and 10 million being the same colour and those on the wires corresponding to the figures 100; 100,000 and 100 million being of the same colour. Preferably the wires are evenly spaced apart...

Language: English

Date of issue: 1930-09-04

Abstract/Notes: This volume explores the main aspects of Maria Montessori's theory of education, focusing primarily on the learning materials that are so critical to carrying out her philosophy. The book features original photographs of the first Montessori schools in Germany, Austria and America.

Language: English, German

Published: New York, New York: Prestel, 2002

ISBN: 978-3-7913-2650-4 3-7913-2650-3