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226 results

Article

✓ Peer Reviewed

Grouping Practices in the Primary School: What Influences Change?

Available from: Taylor and Francis Online

Publication: British Educational Research Journal, vol. 30, no. 1

Pages: 117–140

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Abstract/Notes: During the 1990s, there was considerable emphasis on promoting particular kinds of pupil grouping as a means of raising educational standards. This survey of 2000 primary schools explored the extent to which schools had changed their grouping practices in response to this, the nature of the changes made and the reasons for those changes. Forty-eight per cent of responding schools reported that they had made no change. Twenty-two per cent reported changes because of the literacy hour, two per cent because of the numeracy hour, seven per cent because of a combination of these and twenty-one per cent for other reasons. Important influences on decisions about the types of grouping adopted were related to pupil learning and differentiation, teaching, the implementation of the National Literacy Strategy, practical issues and school self-evaluation.

Language: English

DOI: 10.1080/01411920310001629992

ISSN: 0141-1926, 1469-3518

Article

✓ Peer Reviewed

Literacy in Early Childhood Settings in New Zealand: An Examination of Teachers' Beliefs and Practices

Available from: SAGE Journals

Publication: Australasian Journal of Early Childhood, vol. 31, no. 2

Pages: 31-41

Australasia, Australia and New Zealand, Literacy, New Zealand, Oceania, Perceptions

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Abstract/Notes: Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read at school. In New Zealand, there are only a few studies of how literacy is promoted and practised in early childhood settings. This paper examines how 107 teachers in a range of early childhood settings believe that they promote literacy and their reflections on the ways in which Te Whāriki (the national curriculum) influences that practice. The implications for promoting literacy in early childhood settings are explored.

Language: English

DOI: 10.1177/183693910603100206

ISSN: 1836-9391, 1839-5961

Article

Montessori Foundation Seeks 'Best Practices'

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 10, no. 2

Pages: 30

Public Montessori

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Language: English

ISSN: 1071-6246

Article

'AMI and AMS Applicants Only': NCME Leaders Call for End to 'Exclusionary' Practices

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 6, no. 4

Pages: 10

Public Montessori

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Abstract/Notes: Includes NCME open letter to the Montessori community

Language: English

ISSN: 1071-6246

Article

'Key Concepts, Practices' Outlined in AMS Draft

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 2, no. 3

Pages: 23

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Cognitive Development and Classroom Practices with Special Reference to the Montessori Method

Publication: Around the Child, vol. 13

Pages: 73-77

Albert Max Joosten - Writings, Asia, Child development, Cognitive development, India, Montessori method of education, Rajendra Kumar Gupta - Writings, South Asia

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Abstract/Notes: Paper read at the 4th Annual Conference of the Indian Association for Pre-School Education, Hyderabad, December 1968

Language: English

ISSN: 0571-1142

Article

Reconciliation Practices

Publication: Tomorrow's Child, vol. 8, no. 2

Pages: 20

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Language: English

ISSN: 1071-6246

Article

Italian Early Care and Education: The Social Construction of Policies, Programs, and Practices

Available from: JSTOR

Publication: Phi Delta Kappan, vol. 83, no. 3

Pages: 226-236

Early childhood care and education, Early childhood education, Europe, Italy, Montessori method of education, Southern Europe

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Language: English

ISSN: 0031-7217

Article

Equity Aligned Practices in Montessori Math

Available from: MontessoriPublic

Publication: Montessori Public, vol. 4, no. 2

Public Montessori

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Language: English

Article

ERO and Montessori: How Can We Reconcile Montessori Practices with the Need to Evaluate Children's Progress in Ways the Ministry of Education Will Accept?

Publication: Montessori NewZ, vol. 6

Pages: 1–2

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Language: English

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