For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Academic Information Management System for L’Atra Montessori School
Available from: DBpia
Publication: ICEIC : International Conference on Electronics, Informations and Communications, vol. 1, no. 1
Date: 2010
Pages: 210-213
See More
Abstract/Notes: Academic Information Management System (AIMS) for L’atra Montessori School (LMSI) is a school management solution which is highly adaptable for Schools, Institute of Higher Learning and Training Academics. AIMS is built on today’s leading edge internet technology. It is a comprehensive, easily implemented and user friendly. It is the answer that understands the challenges and are focused on delivering effective, high?quality Information System that allow you to creates the right balance of process efficiency and learning excellence. Attaining a higher pass rate of students is consequential for any institutions, this puts pressure on the lecturer to review teaching methodologies and devoting time to students. Information should be readily available for teachers, parents, students and school administration. Administrative duties should be automated and minimized, allowing all parties room to excel. AIMS offers the robust functionality needed to automate the entire academic processes from class scheduling, student enrolment, and class registration including financial aid information such as billing. AIMS provides a centralized data warehouse that gives you a single source of information to make well-informed financial and operational decisions in real time.
Language: English
Article
The Home Environment and Academic Learning
Publication: Family Life (AMI/USA), no. 1
Date: Spring/Summer 1982
Pages: 23
See More
Language: English
Master's Thesis (M.A. In Human Development)
Teacher Perspectives of Student Academic Decision-Making in Montessori Elementary Classes
Available from: American Montessori Society
See More
Abstract/Notes: The "central problem of education" for Maria Montessori (1971) was "how to give the child freedom”. Montessori wrote more about freedom and liberty than any other topic (Ethel Wheeler in Feltin 1987, 90). Modern theorists such as Paula Polk Lillard (1996) and David Kahn (1997) also give great importance to children's freedom in Montessori classrooms. Freedom is necessary for the development of autonomy (Feltin 1987), which is one of the aims of Montessori education (Montessori 1964, Barron 1992, American Montessori Society website, Kendall 1993). Many Montessori organizations (West Seattle Montessori, American Montessori Society) include some version of the phrase "freedom with limits" in their literature or refer to the child's independence as a goal. However, many programs limit children's responsibility for their learning at the elementary level to choosing which assigned work to do first. Children are not given the opportunity to choose what they will learn and how they will show what they learned. Orcillia Oppenheimer (1999) considered the lack of "real free choice" to be one of the "two fundamentals which are missing from most Montessori programs" (65-67, emphasis in original).
Language: English
Published: Pasadena, California, 2000
Article
Enhancing the Academic Status and the Research Base of Montessori in the U.k.
Publication: MoRE Montessori Research Europe newsletter, no. 3
Date: 2009
Pages: 20-24
England, Europe, Northern Europe, Northern Ireland, Scotland, United Kingdom, Wales
See More
Language: English
ISSN: 2281-8375
Article
The Academic Picture for the Nation
Publication: AMS News Notes, vol. 4, no. 3
Date: 1966
Pages: 2–3
See More
Language: English
ISSN: 0065-9444
Article
PROTOCOL: Montessori Education for Improving Academic and Social/Behavioral Outcomes for Elementary Students
Available from: Wiley Online Library
Publication: Campbell Systematic Reviews, vol. 12, no. 1
Date: 2016
Pages: 1-32
See More
Abstract/Notes: The purpose of this review is to investigate, via a quantitative meta‐analysis, the hypothesis that the Montessori method is at least as effective as traditional education in affecting academic and social outcomes for children. The proposed meta‐analysis is completed with the intention to help the public, as well as the research community, make more informed and empirically sound decisions regarding Montessori education by collecting, codifying, synthesizing, and disseminating the current empirical research.
Language: English
DOI: 10.1002/CL2.152
ISSN: 1891-1803
Article
Academic Environments in Preschool: Do They Pressure or Challenge Young Children
Available from: Taylor and Francis Online
Publication: Early Education and Development, vol. 1, no. 6
Date: 1990
Pages: 401-423
See More
Abstract/Notes: The question of whether early academic environments provide a challenge or a pressure for young children is being hotly debated, yet there is little empirical research on this topic. This paper presents a subset of data from a two-year comprehensive project designed to examine this question. Parental attitudes and behaviors along with school philosophy and practices comprised the predictor variables used to define "academic environments." This study then focused on how these family and school variables related to child outcome measures of academic competence, creativity, and emotional well-being for 90 prekindergarten children, and a follow-up sample of 56 kindergarten children. The results suggest no academic advantages for children from highly academic environments, and potential disadvantages in creative expression (measured as originality) and emotional well-being (measured as test anxiety and attitudes toward school). Possible interpretations and ramifications of these results are discussed.
Language: English
DOI: 10.1207/s15566935eed0106_1
ISSN: 1040-9289, 1556-6935
Article
Escalating Academic Demand in Kindergarten: Counterproductive Policies
Available from: JSTOR
Publication: Elementary School Journal, vol. 89, no. 2
Date: 1988
Pages: 134–145
Article
School Enrolment and Executive Functioning: A Longitudinal Perspective on Developmental Changes, the Influence of Learning Context, and the Prediction of Pre-Academic Skills
Available from: Taylor and Francis Online
Publication: European Journal of Developmental Psychology, vol. 8, no. 5
Date: 2011
Pages: 526-540
See More
Abstract/Notes: The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predictive power of executive functions and school context for emerging academic skills. The results revealed pronounced improvements in all executive measures, both over time and as a function of age. For the learning context, small and age-dependent effects on executive skills were found. Inhibition uniquely contributed to the prediction of aspects of emerging academic skills, over and above chronological age and language skills.
Language: English
DOI: 10.1080/17405629.2011.571841
ISSN: 1740-5610, 1740-5629
Article
Follow-up of Children from Academic and Cognitive Preschool Curricula at 12 and 16
Available from: SAGE Journals
Publication: Exceptional Children, vol. 71, no. 3
Date: 2005
Pages: 301-317
See More
Abstract/Notes: We report here cognitive and academic outcome measures at ages 12 and 16 for approximately 80% of a sample of 205 children who had been randomly assigned to 2 programs for developmentally delayed preschoolers, Direct Instruction (DI) and Mediated Learning (ML). There were no main effect differences between programs, but there were aptitude-by-treatment interactions similar to those found earlier: initially lower functioning students benefited more from the ML program, whereas initially higher functioning students benefited more from the DI program. Multiple regression analyses suggested that lower scores on cognitive and academic achievement measures are associated with greater experience in special education, even controlling for preschool period ability measures, gender, and ethnicity. The challenges of interpreting this result are discussed.
Language: English
DOI: 10.1177/001440290507100306
ISSN: 0014-4029, 2163-5560