Abstract/Notes: Teachers and students in the University of Pennsylvania's Summer School, observe children learning basic mathematical concepts using Montessori methods at the University's Psychological Clinic, ca. 1915.

Language: English

Abstract/Notes: In this article, the author discusses multiage education. Multiage education hailed as recently as 10 years ago as a promising way to restructure schools and boost student achievement but now has fallen on hard times. Interest in the issue has waned, with new research on the topic virtually nonexistent and attendance at national multiage conferences a fraction of what it once was. Schools across the country are cutting existing multiage programs, or choosing not to begin new ones. Even the state of Kentucky, which in 1990 heralded ungraded primary education as a linchpin of its sweeping school reform effort, has seen the scope of its multiage initiative reduced by half. Some trace the decline of multiage education to No Child Left Behind (NCLB) and its emphasis on standardized, grade-level testing. A list of additional resources and Web sites concludes this article.

Language: English

ISSN: 0036-6439

Abstract/Notes: As teachers and schools are held more accountable for students passing the tests within a designated time frame, the pressure on teachers requires them to work and plan smarter. It takes incredibly talented and dedicated teachers to pull off the multiage program while still meeting all of the state's testing requirements. Educators must continue to work with lawmakers so they understand that teaching and testing with no regard to a child's developmental stage is not a true measure of a student's ability. This article describes a pilot grade 5/6 mutiage classroom. The class was a heterogeneous group. The teacher developed a two-year-long plan to teach her students.

Language: English

ISSN: 0036-6439

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Reviews research about the effects of multiage grouping particularly focusing on the differences in achievement and attitudes between students in multiage and single-grade classes and the implications of those differences. Maintains that the value of multiage instruction rests in its ability to foster positive self-esteem and enhance student attitudes toward school. (CMK)

Language: English

DOI: 10.1177/104837139801200107

ISSN: 1048-3713

Abstract/Notes: This study examined the impact of the multiage classroom on second, third, and fourth graders in an Elkhart, Indiana elementary school. One classroom from each grade participated in the multiage classroom. The classroom of 70 students was combined for at least 1 afternoon per week during the 1995-96 school year. During February, the classroom was combined for four afternoons per week. Results indicated that students in the multiage group had better attendance than the general school population. To determine the effects of the multiage classroom on social skills, the teachers maintained a journal on six students who had not shown appropriate social behaviors in the regular classroom. A point system was implemented in which these students were rewarded with points for three desirable social skills. Four of the six target students demonstrated appropriate social skills during the time observed. Parents' responses to surveys suggested that the parents accepted the program and had a positive attitude toward it. At the beginning and end of the study period, children were surveyed orally on their attitudes to the multiage classroom. Results were mixed with regard to whether they liked to be in a multiage class. Sociometric techniques revealed that, across the time of the study, second and third graders' willingness to work with children of other ages increased, and the fourth graders' willingness declined. Appendixes contain the parent and student surveys. (KDFB)

Language: English

Published: Elkhart, Indiana, Apr 24, 1996

Language: English

Published: Rochester, New York: American Montessori Society, 2011

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

Abstract/Notes: The importance of the prepared environment to the Montessori educational philosophy necessitates careful teacher training to successfully implement computer technology in the Montessori classroom. This paper explores the views and experiences of 11 Montessori teachers in integrating computers in their classroom. The paper maintains that Maria Montessori would likely embrace computer technology in the classroom and that the current question should be when, where, and how children should be introduced to computer experiences rather than whether they should be exposed to computers. The concerns of Montessorians with regard to educational technology are presented, including insecurity when encountering the unknown and concerns about diluting the purity of the Montessori philosophy and method. The paper also lists characteristics of computer software that should be considered in software selection. Benefits of appropriate computer software are described. Also detailed are the impressions of 11 Montessori public school educators who evaluated the use of iMac software specifically and educational technology generally. The teachers suggested that computer software may complement the Montessori curriculum and allow the child to move to a more abstract level after mastering the Montessori manipulatives. Teachers generally used the iMac software to support the program through research or extensions of lessons. Almost all the teachers agreed that technology reflects the Montessori philosophy because children need to adapt and be knowledgeable about technology. The paper concludes with a discussion of the use of the Internet.

Language: English

Published: Tuckahoe, New York: [s.n.], 2000