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Report
AEL Study of KERA Implementation in Four Rural Kentucky School Districts: 1993-94 Annual Report
Available from: ERIC
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Abstract/Notes: A 5-year qualitative study of implementation of the Kentucky Education Reform Act (KERA) analyzes the effects on four rural school districts of large-scale changes in state policy. This annual report of the project focuses on five key KERA "strands." First, KERA mandates that grades K-3 be replaced with an ungraded primary program characterized by seven "critical attributes." Developmentally appropriate practices was the most successfully implemented attribute, but dual-age grouping (the preferred multiage pattern of most schools) appeared to be acting as a barrier to continuous progress, a third attribute. With regard to the second strand--instruction, assessment, and accountability--major findings were that the state assessment program was the driving force behind most instructional changes, emphasis on writing had been increased, teachers had mixed reactions to this increased emphasis, and there was little school-wide planning and implementation of instructional changes. The
Language: English
Published: Charleston, West Virginia, Jun 1995
Article
Fransciscan Montessori Earth School and St Francis Academy: Changing the strategic plan to reflect changing times
Publication: NAMTA Journal, vol. 35, no. 1
Date: 2010
Pages: 121-128
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Comparison of Preschool and First Grade Teachers' Views about School Readiness
Available from: ERIC
Publication: Educational Sciences: Theory and Practice, vol. 13, no. 3
Date: 2013
Pages: 1708-1713
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Abstract/Notes: School readiness is an important concern for parents and teachers because it is a multifaceted process which encompasses all the developmental areas and various skills of children rather than only focusing on cognitive and literacy skills. In particular, preschool and first grade teachers experience the positive and negative sides of the process of school readiness. In this study, basic qualitative research was used to compare teachers' views about school readiness. The participants were 35 preschool and 35 first grade teachers and a semi-structured interview protocol developed by the researchers was used to collect data. Qualitative analysis was performed at the end of the study and according to the findings, the following five main themes were determined: definition of school readiness, the effective people and institutions in the school readiness process, preschool education for school readiness, the difficulties encountered in the school readiness process and suggestions for effective school readiness. Also, the findings showed that preschool and first grade teachers tended to have similar views related school readiness.
Language: English
ISSN: 1303-0485
Report
Hartford Early Childhood Program, Hartford, Connecticut: An Urban Public School System's Large-Scale Approach Toward Restructuring Early Childhood Education. Model Programs - Childhood Education
Available from: ERIC
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Abstract/Notes: The Hartford Early Childhood Program involves more than 4,500 children from 4 years old to first grade level in over 200 classrooms. Classrooms are designed to offer children an environment that encourages them to learn independently. Ideas have been borrowed from the Montessori approach and the British Infant Schools and fitted to the needs of the Hartford school district's urban students. The program philosophy embodies new approaches that can be used in old school buildings such as formal education beginning at 3 years, mixed-age "family" grouping, interest centers, and emphasis on intrinsic motivation toward personel success. Future plans call for extension of the program to all public school classes in grades K through 2. Sources of more detailed information are provided for this program, specifically, and for Model Programs Childhood Education, in general. (Author/WY)
Language: English
Published: Palo Alto, California, 1970
Article
Escoles Montessori [Montessori schools]
Available from: Trencadís. Fons locals digitalitzats. Xarxa de Biblioteques Municipals
Publication: El Dia, no. 87
Date: Jul 26, 1918
Pages: 1
Europe, Southern Europe, Spain
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Language: Catalan
Book Section
Margaret Naumburg and the Walden School
Available from: Springer Link
Book Title: Founding Mothers and Others: Women Educational Leaders During the Progressive Era
Pages: 37-59
Americas, Margaret Naumburg - Biographic sources, North America, United States of America, Walden School (New York City, 1914-1988)
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Abstract/Notes: Margaret Naumburg was the charismatic and forceful founder of Waiden School in New York City. She went on to become an acknowledged leader in the “new school” movement, and later, the founder of art therapy in the United States. As art educator Judith Rubin says in her memorial tribute, “had she done nothing more than to found the Waiden School (1914), a place where freedom and discipline in all of the arts were fostered and were considered central to normal children’s healthy development… Dayenu! (‘It would have been enough!’).”1 This chapter examines Margaret Naumburgs life and times, her educational philosophy and its implementation in the Children’s School (Waiden School), and her leadership qualities and style.
Language: English
Published: New York: Palgrave Macmillan US, 2002
ISBN: 978-1-137-05475-3