Abstract/Notes: Making math instruction accessible to students can be a challenge, particularly when students have limited English proficiency. This paper explores how teachers can best suit the needs of their non-native English speakers when teaching math. Teacher affect, visuals and translanguaging are used in this study in an attempt to boost student confidence and academic progress. These strategies result in an increase in student confidence and engagement, as measured by a math attitude survey as well as observation data. Centered around a Montessori classroom, this paper shows how aspects of the Montessori philosophy cater to English learners and suggests additional supports that may be beneficial.

Language: English

Published: River Falls, Wisconsin, 2023

Abstract/Notes: In this study, systems thinking and codesign principles are applied together to develop a process framework to identify leverage points for an intervention in a new Montessori school. We show how a series of codesign workshops with children, parents, teachers, and management generated insights into the importance of collaboratively codesigning with stakeholders while applying Soft Systems Methodology (SSM). This approach demonstrates the advantages of incorporating diverse perspectives and fostering group coaction. These findings add to the limited literature on the practical applications of process-focused SSM, as they have informed the development of a step-by-step plan for forthcoming data collection sessions at the school, which will be organized as a Summer Research Camp. The future Summer Research Camp project will focus on continuing to work with the stakeholders to codesign interventions in the system, by following the SSM cycle aimed at gaining an understanding of the systemic factors affecting the school.

Language: English

Published: Milan, Italy: International Association of Societies of Design Research, 2023

DOI: 10.21606/iasdr.2023.748

Language: English

Language: English

ISSN: 1071-6246

Language: English

Published: Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1983

ISBN: 0-89859-271-2 978-0-89859-271-9

Abstract/Notes: As part of a national evaluation of Head Start, a comparison of school readiness and childhood development approaches to preschool education was attempted, but major methodological problems were encountered. It was not possible to find the study samples called for in the original plan, i.e. a child-readiness program of the Bereiter-Engelmann type, and a child development program that was a suitable example. A compromise selection of two Head Start centers included one that was child development-oriented, and one that had a modified Montessori program. A comparison sample was selected from a middle class child development-oriented private nursery school. The children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language. Individual child observations were also made. However, the original data collection plan was severely curtailed because of lack of time and testing space. The results of the study are not definitive but indicate that the middle class children were more able to benefit in demonstrable ways from a year of preschool education. However, the private program was judged to be of much better quality than the Head Start programs in the study.

Language: English

Published: New York, New York: Bank Street College of Education, 1969

Abstract/Notes: Two major questions were raised in regard to four types of preschool programs. (1) Do programs differ in actual operation as well as descriptively? (2) Do programs have significantly different effects on children? Analysis of data obtained on samples of four classrooms in each of three programs (Bereiter-Engelmann, DARCEE, Traditional) and two classrooms in the fourth program (Montessori), showed clear differences. Despite within-program teacher differences on variables assessed by monitoring procedures (observation, television), results provide no evidence that the teachers' (N=14) characteristics were a source of difference among programs. Results also indicate that a brief four to eight week teacher training program supplemented by visits from consultants is adequate for identifiable program implementation. The four programs did have significantly different effects on children's cognitive, social, and/or motivational development. The immediate effects of Bereiter-Engelmann and DARCEE were statistically significant in academic and motivational development. The effects of Bereiter-Engelmann were largely confined to cognitive and academic areas. The effects of DARCEE were more diffuse and most evident in the areas of motivation and attitudes. Sex differences occurred. In general, results indicate that the immediate impact was superior for the two most didactic programs. (WY)

Language: English

Published: Louisville, Kentucky, May 31, 1970

Abstract/Notes: This paper describes a summer remedial program for third- and fifth-grade students administered by Valdosta State University in Georgia. The program utilizes a multi-age, multi-ability, thematic, and full-inclusion approach. Assessment of the program was based on data collected through interviews with 18 students and a survey of 28 parents. Both groups reported that they enjoyed the program. The high level of student involvement and students' descriptions of the program as "fun" validated the program's hands-on approach. The following recommendations are made for the education of K-7 students: (1) use a hands-on approach to increase student involvement; (2) develop different avenues for parent involvement; (3) incorporate the thematic approach into the instructional process; and (4) consider alternative classroom designs in meeting students' needs. Copies of the interview guide and survey are included.

Language: English

Published: Valdosta, Georgia, Jun 1994

Language: English

Published: New York: Putnam, 1969

Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7