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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
Date: 1974
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
Date: 1971
Pages: 34
Americas, North America, Public Montessori, United States of America
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Language: English
ISSN: 0009-4137
Article
In the Public Schools: Maria Montessori to Visit
Available from: ProQuest - Historical Newspapers
Publication: Los Angeles Times (Los Angeles, California)
Date: Apr 13, 1913
Pages: III-2
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Abstract/Notes: Dr. Maria Montessori, president of the Montessori School in Rome, famous for the methods which she has originated for awakening and guiding the mind of early chlidhood, will visit this city next June to study...
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)
Date: Jan 29, 2008
Pages: 5
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Language: English
Article
Montessori and Traditional American Nursery Schools - How They Are Different, How They Are Alike
Available from: ProQuest - Women's Magazine Archive
Publication: Redbook, vol. 128, no. 5
Date: Mar 1967
Pages: 20, 22, 24, 26, 28
Americas, North America, United States of America
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Language: English
ISSN: 0034-2106
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
Date: Sep 1998
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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
Article
Montessori Schools; Mme. Montessori Tells of the Spread of Her Teachings
Publication: New York Times (New York, New York)
Date: Aug 10, 1913
Pages: 10
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Language: English
ISSN: 0362-4331
Book
Active Learning: Positive Impact for Schools and Democratic Society
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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
Book
The Multigrade Classroom: A Resource Handbook for Small, Rural Schools
Available from: ERIC
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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