Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990

Abstract/Notes: This volume presents case studies of 10 ungraded primary programs. Also discussed are the obstacles, accomplishments, advantages, and disadvantages of ungraded primary programs experienced by the faculties of these schools; their recommendations for future implementation; and the literature on multi-age grouping and ungraded primary programs. Case studies were used to: (1) illustrate concepts, procedures, and materials being used by schools that had initiated ungraded primary programs; (2) provide contact information for these schools so that other educators could call on them for assistance; and (3) assess commonalities in effective ungraded primary programs. Each case study of an ungraded primary program describes the philosophy and goals, and program background and implementation. Each program's practices regarding grouping and organization, curriculum and instruction, student assessment, and remediation and enrichment, are described. In addition, the teacher's role, the

Language: English

Published: Washington, D.C., Apr 1991

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Abstract/Notes: This research examines how a developmentally appropriate educational program in the early years can affect the development of gifted children. The qualitative research specifically focused on a multi-age, multi-ability setting with partial implementation of a whole language program, a systematic writing process and with some flexibility in grouping of students. Eleven teachers and approximately 260 students in an ungraded primary school were involved, with 3 first year and 30 second year students identified as gifted. The study found that gifted children followed a somewhat accelerated curriculum. Teachers felt that there were definite social benefits to integrating the gifted and nongifted students. The multi-age, multi-ability setting seemed to allow young students not identified as gifted to progress more rapidly than they might have in a traditional graded classroom, as they were exposed to higher level instruction. There was little evidence of the development of creative

Language: English

Abstract/Notes: A practicum was designed to increase the expertise of primary teachers in the creation of developmentally appropriate reading/writing curriculum for the multi-age, multi-ability, primary classroom through literacy training staff development sessions. The system of literacy training was constructed over a period of eight months with 34 primary teachers from three elementary schools. Staff development training sessions on early literacy and authentic assessment using the running record were developed. Pre/post questionnaires, change assessment scales for administrators, a literacy plan of action for local schools, running record scripts for assessment training, literacy lessons, and developmentally appropriate curricula were administered or developed. Analysis of the data revealed that after the staff development training on early literacy and authentic assessment, the primary teachers were able to create a developmentally appropriate curriculum for reading and writing in the

Language: English

Published: Fort Lauderdale, Florida, 1994

Abstract/Notes: This practicum study examined kindergarten teachers' perspectives regarding mixed-age groupings that included kindergarten students. The study focused on pedagogical reasons for using mixed-age grouping, ingredients necessary for successful implementation of a multiage program that includes kindergartners, and the perceived effects of a multiage program on kindergartners. Participating were 48 public and private school kindergarten teachers from Ohio and Kentucky who taught in multiage settings. Questionnaire results indicated that teachers believed schools implemented multiage programs because they viewed them as benefiting children; encouraging appropriate, student-centered, practices; reducing pressures for competition; developing peer learning; facilitating flexible student pacing; and promoting a family-like climate. Necessary components for successful implementation of mixed-age grouping included developmental curricula, pre-implementation discussions, parental knowledge and

Language: English

Published: Canton, Ohio, 1997

Abstract/Notes: To determine the relative effectiveness of different methods of preschool educational intervention for disadvantaged children, comparisons were made of five programs whose levels of structure ranged from the traditional nursery school to a highly structured preschool. Subjects were 79 4-year-olds representing a wide range of ability levels. Intervention effects were evaluated at the end of the preschool year and also, at the end of the kindergarten year. Follow-up data were collected at the end of first grade for three of the programs. Preliminary results were differential and encouraging for the more structured programs. The ameliorative preschool provided a framework for the subsequent investigation of related variables: effects of initiating the program with 3-year-old, low IQ children, and the feasibility of using paraprofessional staff as teachers. Included in this report are studies undertaken to provide instructional programs for children under 3 years and to find techniques to train mothers in home intervention. (MS)

Language: English

Published: Urbana-Champaign, Illinois, May 1969

Language: English

Published: Chicago: Aldine Pub. Co., 1968

Language: English

Published: New York: A. A. Knopf, 1930