Abstract/Notes: Paper presented at the meeting of the International Congress for Applied Psychology, Liege, Belgium.

Language: English

Published: Liege, Belgium, 1971

Language: English

Published: Honolulu, Hawaii, 1978

Abstract/Notes: In England, the early childhood education and care (ECEC) workforce is largely characterised by a high proportion of young, female employees with lower than average qualification levels to comparable sectors, high staff turnover, poor pay, and restricted professional development opportunities, while carrying out demanding and responsible work. Within this context, the research reported here examined the workforce, professional development and qualifications of Montessori settings within the Montessori Schools Association (MSA) in England compared to the general ECEC sector in England. An online survey with a mix of closed and open text questions using the Qualtrics survey tool was administered through MSA from February - Summer 2020. A response rate of 22% was achieved with 77 responding settings. Key messages from findings were: Montessori settings reported well qualified, experienced staff and higher Ofsted ratings; nonetheless there were threats to maintaining qualification levels, difficulties in professional development and poor external recognition of Montessori qualifications; the future supply of trained Montessori workforce was insecure and currently has limited diversity; Montessori provision was more likely to be in areas of lower disadvantage and, within settings, higher qualified staff were most likely to be deployed with older children.

Language: English

Published: Milton Keynes, United Kingdom, 2020

Abstract/Notes: These 11 newsletter issues provide a forum for discussion and exchange of ideas regarding mixed-age grouping in preschool and elementary schools. The October 1992 issue focuses on the mixed-age approach as an educational innovation, defines relevant terms, and presents advice from Oregon teachers on teaching mixed-age groups. The March 1993 issue discusses: how children learn to care for the needs of others; preparing the environment for mixed-age grouping; and communicating with parents and visitors. a Multi-Age Classroom Observation Guide is also presented. The October 1993 issue discusses applying Piagetian theory to the mixed-age classroom; identifies the support needed to institutionalize mixed-age primary level classes; provides cautions for caregivers of mixed-age groups; and discusses use of parent workshops on the whole-language multi-age classroom. The Spring/Summer and Fall/Winter 1994 issues address student assessment in mixed-age classrooms and highlight the approach taken in individual programs. The Spring/Summer 1995 issue discusses implementing the mixed-age classroom and the benefits of mixed-age grouping. The Fall/Winter 1995 issue introduces the concept of looping and its advantages and disadvantages. The Spring/Summer 1996 issue focuses on using mixed-age grouping for at-risk students. The Fall/Winter 1996 issue examines how mixed-age grouping helps children develop social skills and a sense of belonging, and the potential risks of mixed-age grouping. The Spring/Summer 1997 issue deals with the risk of bullying in mixed-age groups. The Fall/Winter 1997 issue discusses sociodramatic play in the mixed-age setting. Regular features in most newsletter issues include "Quotable Quotes," relevant brief quotations regarding mixed-age groups; and descriptions of recent publications and other print and electronic resources. (KB)

Language: English

Published: Champaign, Illinois: ERIC Clearinghouse on Elementary and Early Childhood Education, 1997

Language: English

ISSN: 1522-9734

Language: English

Abstract/Notes: Relationships between academic achievement and type of curriculum delivery system, Montessori or traditional, in a diverse group of learners from a public school district were examined in this study. In a repeated measures, within subjects design, students from an elementary Montessori program were paired with agemates from a traditional group on the basis of similar Stanford Achievement Test Scores in reading or math during the baseline year. Two subsequent administrations of the Stanford were observed for each subject to elucidate possible differences which might emerge based on program affiliation over the three year duration of the study. Mathematics scores for both groups were not observed to be significantly different, although following the initial observation, the Montessori group continued to produce higher mean scores than did the traditional students. Marginal significance between the groups suggests that the data analysis should continue in an effort to elucidate a possible trend toward significance at the .05 level. Reading scores for the groups demonstrated marginally significant differences by one analytical method, and significant differences when analyzed with a second method. In the second and third years of the study, Montessori students produced means which consistently outperformed the traditional group. Recommendations included tracking subsequent administrations of the Stanford Achievement Test for all pairs of subjects in order to evaluate emerging trends in both subject areas.

Language: English

Published: Miami, Florida, 1999

Language: English

Published: London, England: Montessori Schools Association, Montessori St. Nicholas Charity, 2012

Abstract/Notes: Ritual is a fact of school life and is enacted by teachers in their everyday classroom activities. This paper explores the various forms of ritual as they are played out in preschool settings. A key finding is that rituals have both variant and invariant qualities. The invariant order of ritual provides the stable framework that has become part of the school system, whereas rituals with high levels of variance are responsible for a more personalized and flexible approach to teaching. Classroom rituals have the potential to act as a tool through which teachers structure a particular form of practice that carries a rational pedagogical purpose for teachers.

Language: English

DOI: 10.1007/BF02694227

ISSN: 1082-3301, 1573-1707

Language: English