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549 results

Article

Congratulations to Recently Accredited AMS Schools

Available from: ProQuest

Publication: Montessori Life, vol. 15, no. 3

Pages: 7

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Language: English

ISSN: 1054-0040

Article

Escoles Montessori [Montessori schools]

Available from: Trencadís. Fons locals digitalitzats. Xarxa de Biblioteques Municipals

Publication: El Dia, no. 87

Pages: 1

Europe, Southern Europe, Spain

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Language: Catalan

Article

Booklet from Primanti Montessori Schools on Montessori Education

Publication: Children's House: A Magazine Devoted to the Child and His Education at Home and in School, vol. 7, no. 2

Pages: 27

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Language: English

ISSN: 0009-4137

Article

Montessori in the Public Schools

Publication: Children's House: A Magazine Devoted to the Child and His Education at Home and in School, vol. 5, no. 1

Pages: 34

Americas, North America, Public Montessori, United States of America

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Language: English

ISSN: 0009-4137

Report

Teacher Compensation in Montessori Charter Schools

Available from: National Center for Montessori in the Public Sector (NCMPS)

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Abstract/Notes: Compensation is a tool to recruit and retain effective faculty and staff. Salary ranges should reflect region, role, and prior experience. Compensation and benefits should also be designed to reward longevity and provide opportunities for growth.

Language: English

Published: Washington, D.C., Jul 18, 2016

Article

The Super-Sized Schools

Available from: MAG Online Library

Publication: Primary Teacher Update, vol. 2013, no. 20

Pages: 8-10

Asia, City Montessori School (Lucknow, India), India, Public Montessori, South Asia

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Abstract/Notes: Demographic changes mean class sizes of over 30, and five or six form entry will be increasingly common. Anthony David suggests ways to manage more children.

Language: English

DOI: 10.12968/prtu.2013.1.20.8

ISSN: 2047-8917

Conference Paper

Use of Checklists for CCE in Montessori Schools

National Conference on Assessment Practices in Schools

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Abstract/Notes: Among the various forms of assessment that Montessori teachers use in the schools at the pre-primary levels, checklists are very common. Yet it has been found that most teachers use these to write reports rather than to modify classroom practices or their perceptions. My study shows that they form an ideal tool for Continuous Comprehensive Evaluation, particularly in the lower grades, where children are not yet ready for tests and exams. It also tracks their impact on teacher learning and change in four schools in Karnataka. Questions for the study are How is a common checklist used for Continuous Comprehensive Evaluation in Montessori schools? What change does it bring about in classroom practices in the process of its implementation? The checklists in this study were developed in the process of teacher training in an NGO program and refined later in discussions and from teacher feedbacks. They were used in the present investigation and the impact studied over a period of 1 ½ to 2 ½ years. At the beginning of the program, teachers were trained in utilizing it to list the lessons given by them to the pupils. Over the years, they were helped to use the list to track learning outcomes. They were also shown how to use them to adapt their work to suit the needs of their pupils. Data for this study was collected as field notes, check lists filled by teachers, interviews with facilitators who acted as mentors as well as teachers, and reports and analysed inductively. The results show that checklists in a Montessori classroom supported by mentoring can be an effective way of continuously evaluating and improving the learning in students.

Language: English

Article

City to Host Forum for Montessori Schools: Run-up to 2009 Congress

Available from: ProQuest - Historical Newspapers

Publication: Times of India (Mumbai, India)

Pages: 5

Asia, India, South Asia

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Language: English

Article

Evolution of the Primary Program in Six Kentucky Schools

Available from: ERIC

Publication: Notes from the Field: Education Reform in Rural Kentucky, vol. 6, no. 1

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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

Book Section

Die Wiederherstellung von Nachbarschaft. Community Schools: Erfahrungen in England und Ansätze in der Bundesrepublik Deutschland in Fortwirkung reformpädagogischer Ideen

Book Title: Die Schulen der Reformpädagogik heute [Progressive Education Schools Today]

Pages: 383-390

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Language: German

Published: Düsseldorf, Germany: Schwann, 1986

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

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