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Article
Juice Time: An Evaluation
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 6, no. 3
Date: Winter 1970-1971
Pages: 32-33
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Abstract/Notes: Reprint from v. 1, no. 2 (Mar 1966)
Language: English
ISSN: 0010-700X
Doctoral Dissertation
ALMONTE - Evaluation eines veränderten Montessori-Diplomkurskonzepts: empirische Einblicke und Empfehlungen
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Language: German
Published: Schwäbisch Gmünd, Germany, 2014
Doctoral Dissertation
An Evaluation of Magnet School Programs-Parent Choice, Teacher Choice, and Pupil Choice: Implications of One Model for Curriculum Reform
Available from: University of Illinois - IDEALS
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Abstract/Notes: It is quite clear that there is considerable disagreement as to the ways children learn and the ways teachers should teach. There is very little conclusive data comparing the major efforts in this field particularly with respect to any one factor being the sole contributor to the superiority of any one effort. The recent literature on learning and teaching almost invariably returns to some form of curriculum reform. However, there is widespread agreement that teachers teach more effectively and children learn more efficiently if they are in environments conducive to their preferred styles. Magnet Schools are vehicles that require different arrangements for teaching and learning. This study explores the attitudes of teachers, parents, and students in such an environment. Additionally, it examines the academic performance of students when parents or the students themselves select their learning environment and teaching method. The data will permit comparisons among the various groups of Magnet and non-Magnet parents, teachers, and students. The primary method for data collection is academic testing and structural surveys of the populations relative to Magnet and non-Magnet participants. The data will also indicate how individuals view programs and curriculum when they are involved in them. Because the population surveyed and tested involved a cross-section of academic abilities, the data will be especially useful to local school district officials interested in providing for individual differences in teaching and learning. The control model of Magnet School programs provides an ongoing testing ground for fine-tuning educational theories which may be essential for productive learning in the broader system as well.
Language: English
Published: Urbana-Champaign, Illinois, 1984
Doctoral Dissertation
Evaluation of the Reorganization of Northboro Elementary School in Palm Beach County, Florida: A Ten-Year Perspective
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of the study was to evaluate the reorganization of Northboro Elementary School from the academic years of 1991–1992 through 2000–2001. The study was designed to determine the effectiveness of achieving five objectives established for the reorganization in two-year increments of implementation from the perspectives of the administrative staff, teachers, paraprofessionals, and parents. The reorganization objectives were (1) to develop a physically and psychologically safe environment for all students; (2) to implement a public magnet program to racially balance the population with non-Black students; (3) to increase student achievement scores on the state assessment test in the areas of reading, writing, and mathematics; (4) to increase parent involvement at the school; and (5) to improve the quality and increase the amount of staff development. Utilizing the focus group method, the 35 participants represented, 4 administrative staff, 9 paraprofessionals, 4 reading teachers, 3 regular and 6 Montessori teachers, and 9 parents. The Levels of Use of the Innovation (LoU) (Hall, Loucks, Rutherford, & Newlove, 1975) was used for the assessment of all aspects of the reorganization. As a result of the evaluation, it was determined that all the objectives were met in accordance with the LoU model. The major findings were: (1) Using an effective reorganization tool, such as the Levels of Use, gave the leader clear direction for reorganization, from orienting, to managing, and finally to integrating the use of the innovation. (2) Parent participation in the reorganization process was essential for effective teaching and learning. Parent involvement was critical in promoting a sound physically and psychologically safe environment. (3) Implementing an innovative Montessori Magnet program reduced the racial balance, and drew racially, economically, and educationally diverse students. Based on the findings, it is recommended that additional evaluations be conducted to include: (1) Examining the extent race or age had on the overall success of the reorganization. (2) Determining if the Montessori, Reading Recovery, and Levels of Use strategies are only effective at the elementary level. (3) Assessing the academic achievement of eighth- and tenth-grade students who participated in the Reading Recovery Program.
Language: English
Published: Cincinnati, Ohio, 2004
Doctoral Dissertation
Formative Evaluation of a Bilingual Montessori Preschool Program
Available from: ProQuest - Dissertations and Theses
Assessment, Bilingual education, Bilingualism, Early childhood care and education, Early childhood education, Montessori method of education - Evaluation
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Abstract/Notes: This study describes and evalutes the first year of a bilingual Montessori early childhood program implemented at two sites in central Texas. In-depth descriptions are provided of two program components--oral language development and classroom management. Hypotheses related to changes in students' language proficiency and classroom behavior were tested, using the James Language Dominance Test to measure comprehension and production of Spanish and English, and the Coping Analysis Schedule for Educational Settings to assess changes in students' behavior. The description of the oral language development component of the program includes instructional activities for vocabulary enrichment, isolating the sounds of language, and clarifying the functions of words. Adaptations of the Montessori method for implementation in a bilingual setting are presented, along with the discussion of two unexpected findings--the inhibition of the use of Spanish by many Mexican American children, and the association of one language or the other with a particular set of materials. The description of the classroom management component of the program includes the preparation of the environment, observation and record-keeping practices, the basic techniques for presenting materials, and "grace and courtesy lessons." Maria Montessori's views on the nature of education, the role of the teacher, and the concept of discipline and behavior change are discussed and compared to more modern theorists. The results of the formative evaluation reveal that children made significant improvements in English and Spanish comprehension and production. Behavior changes observed included positive shifts in percentage of time spent in self-directed activity, in paying attention to the task at hand, and in positive social interaction. The results of the study are basically descriptive, since only the children in this program were tested and observed. The results indicate that the program goals for the first year were met, and point to a number of possible changes for program improvement, including the use of more Spanish, the recruitment of more Spanish-dominant students, the development of separate sets of materials for Spanish and English instruction, and the sharing by teachers of their particular classroom management strategies.
Language: English
Published: Austin, Texas, 1980
Conference Paper
Continuous Progress Evaluation of American Indian Preschoolers
Available from: ERIC
Annual Meeting of the American Educational Research Association (Washington, DC, March 30-April 3, 1975)
Americas, Indigenous communities, Indigenous peoples, Montessori method of education, Montessori schools, North America, United States of America
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Abstract/Notes: Monthly testing based on a counterbalanced matrix sampling plan in one psychomotor, three affective, and five cognitive areas provides a continuous picture of the development of native American children enrolled in three distinct curricula. Of the nine scales, one showed negative, two showed insignificant, and six showed significant positive changes. When compared with national norms, the results suggest that all three curricula have strong remedial effects across a broad range of important areas of preschool learning. (Author)
Language: English
Pages: 20
Article
Helpful Hints: Evaluation Check on Myself
Publication: The National Montessori Reporter, vol. 16, no. 4
Date: 1992
Pages: 15
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Language: English
Article
Helpful Hints [Reading to your child; teacher self-evaluation]
Publication: The National Montessori Reporter
Date: 1989
Pages: 11
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Language: English
Article
Comprehensive Evaluation Needed to Determine A.D.D.
Publication: The National Montessori Reporter
Date: 1989
Pages: 15–17
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Language: English
Article
Self-Evaluation and Consultation for Accreditation
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 4, no. 1
Date: Autumn 1998
Pages: 6
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Language: English