Abstract/Notes: As part of an 8-year study of education reform in rural Kentucky, this report examines the primary program that has evolved in six rural elementary schools as a result of the Kentucky Education Reform Act (KERA), which requires that grades K-3 be replaced by a nongraded program. This change aimed to eliminate failure in the first 2 years of schooling and prepare all children for the fourth grade by allowing them to progress at their own developmental rate. Seven mandates for this primary program included developmentally appropriate practices, multiage and multiability classrooms, continuous progress, authentic assessment, qualitative reporting to parents, professional teamwork, and positive parent involvement. This report discusses the relationship of the primary program to other KERA strands, the study methodology, and findings. Reform implementation was hindered by uneven time lines, lack of guidance from the state department, slow formation and organization of school councils, uncertainties about appropriate instructional practices, and KERA mandates for "critical attributes" of primary classrooms. Primary teachers at all study schools attempted to implement the attributes within the first 2 years upon receiving training and new materials, but program implementation was slowed due to over-emphasis on the critical attributes, legislative adjustments, lack of perceived fit to reforms in grades 4-12, and questions of efficacy. Program development at the local level was influenced by principal's leadership, teacher beliefs, school climate, and local response. Attaining program goals may require reinforcing the intent of the primary program and articulating how teachers can infuse challenging content into the primary program in ways that prepare students to meet state academic expectations. Case studies of four primary schools are included. (SAS)

Language: English

Language: German

Published: Düsseldorf, Germany: Schwann, 1986

ISBN: 3-590-14480-7 978-3-590-14480-4

Language: English

ISSN: 0362-4331

Abstract/Notes: The concept of active learning is analyzed in terms of its place in the democratic school. Defined is the meaning of an effective democracy and active learning. The relationship of participation to democracy is analyzed in terms of effectiveness. Ownership and empowerment are the keys to participatory democracy. Several educators' philosophies are examined: Maria Montessori, Benjamin Bloom, and J. Goodlad. Student preparation for a democractic society is one purpose for the active learning project. Appended are 14 references. ERIC Number ED307702

Language: English

Published: Ohio: [s.n.], 1989

Abstract/Notes: This handbook was written to review current research on multigrade instruction, to identify key issues faced by multigrade classroom teachers, and to offer novice teachers a set of resource guides for improving instructional quality. The first chapter reviews previous research on multigrade instruction. It addresses questions regarding the effect of multigrade instruction on student performance and the training needed to teach in a multigrade classroom. The other chapters of the handbook cover topic areas considered essential for effective multigrade instruction: (1) classroom organization; (2) classroom management and discipline; (3) instructional organization and curriculum; (4) instrucational delivery and grouping; (5) self-directed learning; and (6) planning and using peer tutoring. Each chapter presents background information, basic concepts and principles, sample schedules, classroom layouts, instructional strategies, and further resources for multigrade teaching. Each chapter

Language: English

Published: Portland, Oregon: Northwest Regional Educational Laboratory, Sep 1989

Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. Questionnaires were sent to the households of 536 pupils and to 50 school staff members in the 3 Montessori Option elementary schools. Parents and guardians replied positively to 25 closed-ended questions; were neutral about none; and responded negatively to four. School staff replied positively to 27; were neutral about none; and responded negatively to two. Parents and guardians expressed concern about more than 46 survey-related topics. Parent-initiated topics included: competitiveness and comparison between students, curriculum design and development, learning environments, parent-teacher conferences, program expansion, public school use of Montessori philosophy, and staff certification and training. School staff expressed concern about classroom mangagement, instructional materials, parent involvement, parent-teacher conferences, skills and knowledge analysis, student progress, and the district-wide testing program. Questions and responses (along a Likert-type scale) are provided for parents and school staff members. Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended. Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item.

Language: English

Published: Indianapolis, Indiana: Indianapolis Public Schools, 1989

Abstract/Notes: This proceedings contains abstracts of 21 presentations. Titles and presenters are: "Teaching and Learning in Multiage Classrooms" (Laura Blevins and others); "Leadership, School Reform and the Rural School Superintendent" (Mike Boone); "Teaching English as a Second Language from Theory to Practice" (Mingsheng Dai); "A Guide for Central Office Leaders for Implementing Systemic Continuous Improvement" (Kathy Dale, Alfred P. Wilson); "The Greening of a School District" (Kathy Dale, Alfred P. Wilson); "Character Construction Crew" (Bob Goodwin and others); "What the 'Arts in Education' Program Can Do for Your School: The Case of Wayne Wildcat" (Jim Hillesheim, Eric Hayashi, Wayne Wildcat); "After School Achievement" (Scott Hills); "Stakeholders' Evaluation of Rural/Small Schools" (Jerry G. Horn); "Preparing for the Changing Workplace: Helping Students Learn To Manage Their Careers" (Kenneth F. Hughey); "Communicating on the Web: Designing Pages for Visual Clarity" (Nancy Nelson Knupfer and others); "Harnessing the Internet: Applying Its Power to Rural Schools" (Nancy Nelson Knupfer); "Creating Cross-Platform Multimedia: Potentials and Pitfalls" (Judy E. Mahoney, William J. Rust); "The Increase of Anti-Social Behavior and Its Effect on Rural Classrooms" (Marjorie B. Pace, J. E. Potterfield); "Ethnic Groups, Diversity and Multicultural Understanding" (Richard Rangel); "Preparing Rural School Administrators" (Jan Reynolds); "Ethical Considerations of Internet Access" (Tweed W. Ross); "Alternate Education in Rural Communities" (Kerry Sachetta, David Rockers);"Developing Responsible Students: A Team Approach" (Frank Shaughnessy); "Population Change and Its Effect on Rural and Small Schools" (G. Kent Stewart); and "Process Skills in Secondary Family and Consumer Sciences Curriculum" (Sally J. Yahnke). Presenters' institutional affiliations are included. (SV)

Language: English

Published: [S.I.]: [s.n.], Oct 1996

Language: English

Published: Alexandria, Virginia, 2003

Abstract/Notes: Both education research and federal mandates point toward the desirability of well-implemented inclusion programs for English language learners (ELLs) and special education students. Within an inclusion model, bringing interventionists to the general education classroom, rather than separating students for support services, is increasingly viewed as an optimal model for supporting students with special educational needs. The logic of the Montessori method uniquely situates its classrooms both to support and benefit from a push-in model of special education and ELL instruction.

Language: English

Published: Washington, D.C., 2016

Abstract/Notes: Montessori English Teaching Model (METM) is a unique way of instruction that uses specifically designed learning settings and approaches to nurture students' intrinsic desire to learn. English achievements for Saudi students have been for long very low. The current study aimed to investigate the real challenges of implementing Montessori English Teaching Model in Saudi Arabian elementary schools. Qualitative method, namely focus group discussion, was used. Four purposive focus groups with different educational positions and experiences were formulated, namely school supervisors (SS), school principals (SP), English teachers (ET), and English curriculum specialists (ES). The major findings of the study were that1) major challenges existed for implementing the METM in Saudi elementary schools, 2) the challenges concentrated on four categories: educational context, work ethics and environment, nature of teachers and students, and social aspects, and 3) agreements on some of the sub-themes fluctuated. Recommendations for further investigations are made for interested and educational personnel.

Language: Arabic

DOI: 10.21608/mjat.2019.101825

ISSN: 2535-213X