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

Abstract/Notes: Demographic changes mean class sizes of over 30, and five or six form entry will be increasingly common. Anthony David suggests ways to manage more children.

Language: English

DOI: 10.12968/prtu.2013.1.20.8

ISSN: 2047-8917

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

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

Language: English

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

Language: German

Published: Düsseldorf, Germany: Schwann, 1986

ISBN: 3-590-14480-7 978-3-590-14480-4

Language: English

ISSN: 0362-4331

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

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