Abstract/Notes: The present paper proposes a method to isolate as much as possible the effects of the different educational innovations present in the Italian territory on the learning outcomes measured by the Invalsi National Surveys, to contribute to the debate on the effectiveness of such alternative approaches, such as “Avanguardie educative”, Montessori, “Senza Zaino”, “We Debate”, “Book in Progress”, etc. To illustrate the proposal, we take as an example the research that is taking place on Montessori teaching, in the framework of the PhD in Social & Developmental Psychology and Educational Research at Sapienza University of Rome. According to Cook, Campbell and Peracchio’s (1990) classification, the research design is a design with non-equivalent groups, with only post-tests,because there is no random assignment to experimental and control groups: the assignment takes place with the simple matching (precision control) method, which guarantees the greatest possible isolation of the effect of the independent variable, which keeps under control a) the effects of all the variables that we know affect dependent variables, and b) the effect of their interaction. The proposed method consists in five steps. The first step is about reconstructing the list of schools that follow a certain educational innovation. In the case of Montessori pedagogy, the list of 50 fifth primary classes active in Italy in 2013 and 2016 has been defined. The second step consists in reconstructing the school careers of the students attending the schools on the list. In the case of Montessori schools, for about half of the students of both cohorts, the number of years of Montessori school attended was defined through a meticulous collection of data from the secretariats of 12 Montessori schools in Italy. By this way, in addition to the experimental group of all those enrolled in the Montessori sections identified, there is an experimental group whose number of years of Montessori school attended is also known. The third step is about requesting, to the Statistical Office of Invalsi, the achievement in National Surveys of the students attending the list of identified classes. In the case of Montessori schools, on 24 November 2020 the list of sections and SIDI codes of students whose career was reconstructed was submitted, and between January and February 2021 the databases of the 2013 and 2016 National Surveys was returned, with the distinction between Montessori and non-Montessori students. The fourth step consists in defining the experimental group, made up in this case by the students who attended a Montessori school, and the control group, whose members are identified with the simple matching method (Bailey, 1982, p. 340). The last step consists in verifying, by ANOVA, any statistically significant differences between the distributions of the scores of the experimental groups and related control groups.

Language: English

Published: Milano, Italy: Franco Angeli, 2022

ISBN: 978-88-351-3917-1 88-351-3917-1

Language: English

Published: Boston, Massachusetts: AMI-USA, 2000

Pages: 75-80

Language: English

ISSN: 1054-0040

Abstract/Notes: In 1968, Clifton Hills Elementary School in Chattanooga, Tennessee, adopted the "Supermarket Idea of Learning." This learning theory provided for setting up a learning center in each instructional area with materials and machines of instruction accessible to all students. Additional features to implement the theory included; a) a daily teacher planning period, b) teaching teams, c) elimination of grade level expectation, d) individualization of instruction, e) multi-age and multi-grade grouping, f) large and small group instruction, g) independent study, and h) opportunities for student tutorials. The California Achievement Test was administered to the students every October for several years; it was possible to compare the test scores for fifth grade children in 1967 before the program was implemented with the test scores for fifth grade children in 1971 three years after the program was initiated. The direction and degree of change of mean CAT scores for the 60 children were

Language: English

Published: Atlanta, Georgia, Feb 1971

Abstract/Notes: This study was designed to determine the effect of weekly student-led conferences (both at-home and at-school) on goal setting, goal fulfillment, effort, achievement, intrinsic motivation, and satisfaction. One teacher, eight Montessori third-year lower elementary students, and eight parents participated in the study for six weeks. Baseline data on goal setting and fulfillment was collected and analyzed. Guiding questions designed to encourage and support the students formed the content of the conferences. Pre- and post-intervention surveys were administered. The results showed that while the intervention did not help the students set and fulfill greater quantities of goals, it did have a positive effect on the prioritizing of academic and project-based goals. Communication and relationships between parties also increased, resulting in greater adult awareness of student success and challenge, as well as more supportive adult behavior. Continued research could involve a modified home and school conference format for all lower elementary students.

Language: English

Published: St. Paul, Minnesota, 2017

Abstract/Notes: A study examined the effects of multi-age/grade instruction, compared to the traditional single-grade approach, on the reading achievement of fourth graders. Subjects, 22 fourth-graders in a single-grade class, were divided into instructional groups based on chronological age while the instructional grouping for 22 students in a combined fourth and fifth grade class at a neighboring school cut across age and grade levels. The Comprehensive Test of Basic Skills was used to measure the growth in "total reading" over a 1-year period. Results indicated no statistically significant difference between means of the two groups, although a positive mean score in favor of the multi-age instructional design was noted. (A 50-item bibliography, and the themes of study and sample lesson plans for both groups are attached.) (RS)

Language: English

Published: Danbury, Connecticut, 1989

Abstract/Notes: Funding for Preschool programs has currently become a political agenda being debated in our nation. It is important to give our children an early start to education regardless of socioeconomic status, as it can be beneficial to them as they grow. This study will provide evidence to sway our politicians to fund preschool programs as they positively affect children in their kindergarten year. Historical Teaching Strategies Gold assessment data of 84 randomly selected kindergarten students will provide evidence of the effects of a preschool program. This data was collected from a year in kindergarten and consists of students that have attended a preschool in-district program, students who have attended a Head Start and outsider provider preschool program, and students who have no preschool education. Although this study did not have a significant difference among the groups, the researcher found that students who have attended an in-district preschool program made better positive gains throughout their kindergarten year than students who attended a Head Start and outside provider preschool program and those students who did not have a preschool education.

Language: English

Published: Jersey City, New Jersey, 2022

Abstract/Notes: Reprint of eponymous article from 'The Pedagogical Seminary and Journal of Genetic Psychology' (v34, n1, 1927): p. 77-89.

Language: English

ISSN: 0277-9064

Abstract/Notes: This action research study was conducted at a rural Montana public school and included students in the first through third grade and their parent participants. The study investigated the ways that parent participation, through parent-school partnerships, could benefit student learning and achievement. The study used a combination of student surveys and interviews, while the parents completed an online survey and questionnaire. The results of the study focused on students’ perceptions of their parents’ involvement in their educational experience as well as primary ways that parents communicate with their child’s school, teachers, and their involvement with their child in and out of school. Further investigation of this study would focus on specific ways parents are involved in their child’s educational experience and observing and documenting parent-student involvement through a school-hosted program during a school day.

Language: English

Published: St. Paul, Minnesota, 2014

Language: English

Published: Buffalo, New York, 1977