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Presentation
A Qualitative Look at Kentucky's Primary Program: Interim Findings from a Five-Year Study
Americas, Montessori method of education, North America, United States of America
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Abstract/Notes: The Appalachia Educational Laboratory qualitative study of the implementation of five aspects of the Kentucky Education Reform Act in four rural school districts is now in its fourth year. This paper focuses on findings concerning the first year of the primary program, which was put into widespread operation in 1992-93. Nongraded primary programs are neither a new idea, nor unique to Kentucky, but the Kentucky program is a large-scale attempt to implement such a program statewide. Results from eight rural schools in the four target districts indicate that the most successfully implemented of the previously identified critical attributes of such a program are (1) developmentally appropriate instructional practices; (2) multi-age and multi-ability classrooms; (3) authentic assessment; (4) qualitative reporting methods; (5) professional teamwork; and (6) parent involvement. Least successfully implemented was the seventh identified attribute, continuous progress. A number of difficulties with the program, primarily in the areas of teacher education and teachers' time constraints and work loads, are identified. Most teachers have made an effort in good faith to implement the program and can do so with adequate support.
Language: English
Presented: New Orleans, Louisiana: Annual Meeting of the American Educational Research Association, Apr 7 1994
Master's Thesis
Charter School Authorizers and Programming: Searching for Best Practices in Michigan
Available from: Georgetown University
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Abstract/Notes: Compares Montessori, Core Knowledge and Art based Curricula. Policymakers lack hard evidence that points toward specific educational best practices for charter schools at the school and authorizer level. This study uses proficiency rates and scale scores on the MEAP standardized exam to identify differences in the effectiveness of authorizers, school-level practices, and curricula among charter schools in Michigan. Following the work of Carlson, Lavery, and Witte (2012), I compare university-authorized charter schools to district-authorized charter schools but find little difference in proficiency rates or scale scores in individual grades or for white, black, and FRL-eligible subgroups. However, I am able to specifically identify several authorizers in Michigan as having below-average performance. I also find significant achievement gains associated with schools that use Core Knowledge and Montessori curricula, no positive achievement effects associated with arts-based curricula, and negative effects from attending a virtual charter school. Finally, I conduct a secondary analysis of charter school expulsions and conclude that it is unlikely that the achievement effects I observe are related to differences in the expulsion policies of charter schools.
Language: English
Published: Washington, D.C., 2013
Book Section
Curricular Considerations in Programs for the Retarded: Application of the Montessori Model
Book Title: Montessori and the Special Child
Pages: 73-81
Brain-damaged children, Children with disabilities, Developmentally disabled children, Montessori method of education, Special education
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Language: English
Published: New York: Putnam's sons, 1969
Conference Paper
A Comparison of Preschool Children in Observation Tasks From Two Programs: Montessori and Science - A Process Approach
Available from: ERIC
National Association for Research in Science Teaching (47th, Chicago, Illinois, April 15-18, 1974)
Conferences, Montessori method of education - Evaluation, National Association for Research in Science Teaching (47th, Chicago, Illinois, April 15-18, 1974)
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Abstract/Notes: The purpose of this study was to compare preschool children from classes using the Montessori method and Science-A Process Approach (S-APA) in the process skill of observation. The first stage of the study compared the programs with respect to (1) the sequential presentation, (2) the use of materials to provide sensory training, (3) practice acquired through activities, and (4) the role of the teacher. Conclusions were that because S-APA and Montessori seemed to have common elements and because both had taught the process of observation, there was a reasonable justification to compare student competence in observation. The second part of the study compared the competence on observational tasks of three groups of 25 children, ages 5 and 6. The first group received Montessori training for two years in preschool, the second group used S-APA for one year with background of another type of preschool that excluded Montessori, and the third group which served as a control had neither Montessori nor S-APA training in their two-year preschool experience. Students were tested on a set of observational tasks from the text, the Science Process Instrument. Findings showed no significant differences between the Montessori and the S-APA preschool students in regard to competence in observation. Both the Montessori and the S-APA groups scored higher than the control group. This work is based on the authors doctoral dissertation research.
Language: English
Published: Chicago, Illinois, Apr 1974
Master's Thesis
Attitudes of Iranian Teachers Toward Montessori Approach of Learning and a Proposal for an Elementary Teacher Training Program
Available from: University of Southern California - Digital Library
Asia, Iran, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, South Asia, Teachers - Attitudes, Trainings
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Language: English
Published: Los Angeles, California, 1979
Article
Poverty Program Adds Montessori
Publication: The Cincinnati Enquirer
Date: 1965
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Language: English
Book Section
Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 181-194
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Reprint of an article that originally appeared in Child Development, v. 54 (1983), p. 727-741.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
Arte e scienza nei programmi di studio dell'istruzione obbligatoria [Art and science in compulsory education curricula]
Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]
Pages: 79-101
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Language: Italian
Published: Firenze: Giunti-Bemporad Marzocco, 1970
Book Section
Programmi di studio della scuola secondaria [Secondary school curricula]
Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]
Pages: 103-114
Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
Published: Firenze: Giunti-Bemporad Marzocco, 1970
Report
Comparative Math and Reading Performance of Montessori Program and Non-Montessori Comparison Students, 2012–2013
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Language: English
Published: Houston, Texas, 2014