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815 results

Article

In the Public Schools: Maria Montessori to Visit

Available from: ProQuest - Historical Newspapers

Publication: Los Angeles Times (Los Angeles, California)

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

Challenges of Implementing Montessori English Teaching Model in Saudi Arabian Elementary Schools

Available from: The Egyptian Knowledge Bank

Publication: مجلة دراسات في المناهج وطرق التدريس [Journal of Studies in Curriculum and Teaching Methods], no. 245

Pages: 1-25 (Article 2)

Asia, Early childhood care and education, Early childhood education, Middle East, Montessori method of education - Criticism, interpretation, etc., Saudi Arabia, Western Asia

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Abstract/Notes: Montessori English Teaching Model (METM) is a unique way of instruction that uses specifically designed learning settings and approaches to nurture students' intrinsic desire to learn. English achievements for Saudi students have been for long very low. The current study aimed to investigate the real challenges of implementing Montessori English Teaching Model in Saudi Arabian elementary schools. Qualitative method, namely focus group discussion, was used. Four purposive focus groups with different educational positions and experiences were formulated, namely school supervisors (SS), school principals (SP), English teachers (ET), and English curriculum specialists (ES). The major findings of the study were that1) major challenges existed for implementing the METM in Saudi elementary schools, 2) the challenges concentrated on four categories: educational context, work ethics and environment, nature of teachers and students, and social aspects, and 3) agreements on some of the sub-themes fluctuated. Recommendations for further investigations are made for interested and educational personnel.

Language: Arabic

DOI: 10.21608/mjat.2019.101825

ISSN: 2535-213X

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

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

Article

Montessori Schools; Mme. Montessori Tells of the Spread of Her Teachings

Publication: New York Times (New York, New York)

Pages: 10

Maria Montessori - Writings

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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

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