Language: Russian

Abstract/Notes: This paper recounts the history of nongraded elementary schools. After the American Civil War, there arose an uncoordinated effort to question graded practices. By the end of the 19th century, schools which sought to be more sensitive to differences in children's learning styles were established. Notable among these schools was Dewey's Laboratory School (1893-1903). In the 20th century, Stoddard's Dual Progress Plan proposed that students spend half the school day in a homeroom and half the day studying elective subjects under specialist teachers. In Germany around 1923, Petersen established a school that featured heterogeneous age groupings. Petersen's ideas influenced the establishment of nongraded schools in Wisconsin. Other European influences on the American nongraded school movement included Montessori's schools and the British Infant and Primary School system. Since the mid-1940s, public education in America has been in disequilibrium. The implementation of nongraded programs [Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992)]

Language: English

Published: San Francisco, California, Apr 1992

Language: English

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: First published in the Italian language in 1916 titled 'L'autoeducazione nelle scuole elementari' and first published in the English language in 1917 by Frederick A. Stokes Company, USA translated by Arthur Livingston. Clio Press, England published their first edition in 1995 based on the 1917 translation by Arthur Livingston. This Montessori-Pierson edition is based on the Clio Press 1995 edition.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-28-6

Series: The Montessori Series , 13

Volume: 2 of 2

Abstract/Notes: Includes a subsection about "Montessori Movement in America"

Language: English

Published: Washington, D.C.: Government Printing Office, 1916

Volume: 1 of 2

Language: English

Language: English

Language: English

Language: English