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Report
Gambits: Educational Innovations in San Mateo County
Available from: ERIC
Cornelius E. Butler (Author)
Early childhood care and education, Early childhood education, Montessori schools
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Abstract/Notes: Described are 12 innovative PACE projects in San Mateo County, California, which were developed with Elementary and Secondary Education Act Title III funds. Among the projects are--a preschool center, an industrial arts program, an elementary school music program, and adult job training. Others are--an identification and intervention project for emotionally disturbed children and families, upward bound summer programs, an elementary school project using multimedia audiovisual materials, and an educational resources center. One project has established a Montessori preschool. There is also a program emphasizing computer assisted instruction and one to enhance student self-image.
Language: English
Published: Redwood City, California, 1968
Report
Experiences of Montessori Guides and Administrators Supporting Students with Developmental Delays or Disabilities: Evaluating the Impact of the Ages and Stages Questionnaires Training on Montessori Guides and Administrators Supporting Students with Developmental Delays or Disabilities
Available from: Montessori 4 Inclusion (MMPI)
Elyse L. Postlewaite (Author)
Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Over the past several years, with support from key Association Montessori International – USA (AMI-USA) leaders, many Montessori schools have adopted the Ages and Stages Questionnaires (ASQ) as a tool to screen young children for developmental disabilities or delays, to have key conversations with parents, and to ensure children receive the support they may need. While research supports many positive benefits of using such a screener, it is less understood how Montessori guides and administrators of Montessori children perceive potential benefits or challenges of using such a tool. As such, the aims of the present evaluation study are threefold: (1) To investigate the current realities and needs of Montessori community partners in supporting students with developmental disabilities or delays. (2) To assess Montessori guide and administrator attitudes, beliefs, knowledge, skills, confidence, and self-efficacy around using universal screeners to support students with developmental disabilities or delays as well as the extent to which they believe they have requisite the tools and resources they need before and after completing an ASQ training. (3) To highlight associated benefits or challenges of implementing the ASQ training and tool as an aid for Montessori guides and administrators in supporting students with developmental disabilities or delays.
Language: English
Published: Woodsboro, Maryland, June 30, 2023
Document
Impact of School Pedagogy on the Spatiotemporal Brain Network Dynamics of Student
Available from: Research Square
Paola Zanchi (Author) , Emeline Mullier (Author) , Eleonora Fornari (Author) , Priscille de Dumast (Author) , Yasser Aleman Gomez (Author) , Jean-Baptiste Ledoux (Author) , Roger Beaty (Author) , Patric Hagmann (Author)
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Abstract/Notes: Across development, experience has a strong impact on the way we think and adapt. School experience affects academic and social-emotional outcomes, yet the extent to which pedagogy modulates underlying brain network development is still unknown. In this study, we compared brain network dynamics of students with different pedagogical backgrounds. Specifically, we characterized the diversity and stability of brain activity at rest by combining both resting-state fMRI and diffusion-weighted structural imaging data of 87 4-18 years-old students experiencing either the Montessori pedagogy (i.e., student-led, trial-and-error pedagogy) or the traditional pedagogy (i.e., teacher-led, test-based pedagogy). Our results revealed spatiotemporal brain dynamics differences between students as a function of schooling experience at the whole-brain level. Students from Montessori schools showed overall higher functional integration (higher system diversity) and neural stability (lower spatiotemporal diversity) compared to traditionally-schooled students. Higher integration was explained mainly through the cerebellar (CBL) functional network, while higher temporal stability was observed in the ventral attention (VA), dorsal attention (DA), somatomotor (SM), frontoparietal (FP), and CBL functional networks. This study suggests a form of experience-dependent dynamic functional connectivity plasticity, in learning-related networks.
Language: English
Published: Sep 21, 2023
Report
Child-centred pedagogy in early childhood education: the Montessori and Reggio Emilia approaches
Mary Hughes (Author)
Comparative education, Montessori method of education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Language: English
Published: Italy, 2023
Report
Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence
Available from: EdWorkingPapers
Christina Weiland (Author) , Rebecca Unterman (Author) , Susan Dynarski (Author) , Rachel Abenavoli (Author) , Howard Bloom (Author) , Breno Braga (Author) , Anne-Marie Faria (Author) , Erica Greenberg (Author)
Americas, Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Lottery-based identification strategies offer potential for generating the next generation of evidence on U.S.
Language: English
Published: Providence, Rhode Island, Feb 2023
Report
The Minority Voice Demands More Choice: Why that Choice Should be Montessori
Available from: Temple University - Scholar Share
Macarena Ferreira (Author)
Montessori method of education - Criticism, interpretation, etc., School choice
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Abstract/Notes: This paper proposes schools diversify educational programs to combat inequities perpetuated by school choice. For example, the Montessori method, which contains social and emotional development aspects, also decenters the instructor, therein reducing unconscious bias to non-majority students. Federal funding mechanisms have not adequately recognized the efficacy of alternative educational programs and thus limited the viability of such programs in school choice systems.
Language: English
Published: Philadelphia, Pennsylvania, Dec 2022
Report
Developing the Language of Young Disadvantaged Children
Available from: ERIC
Rose M. Bromwich (Author)
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Abstract/Notes: A modified approach to the development of verbal expression in young children is proposed as an alternative to either the prescriptive-instructional method or the developmental viewpoint which relies on self-initiated learning. The Bereiter-Engelmann method, the method based on operant conditioning, and the Montessori method are representative of the prescriptive-instructional theory which it is felt to inhibit expressive language. The developmental philosophy stresses a rich environment providing many varied opportunities from which a child selects his own activities. This method, however, does not stimulate his verbal expressive ability. The modified developmental approach which is discussed would encourage expressive language within a developmental context. The child's spontaneity, verbal responsiveness, and eagerness to be heard can be capitalized upon by adults who listen actively. Talk-oriented schools would foster learning that has intellectual, psychological, and social value. Some examples of classroom practice are included.
Language: English
Published: Washington, D.C., 1967
Report
"Individual Work": Montessori and English Education Policy, 1909-1939
Available from: ERIC
Kevin J. Brehony (Author)
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Abstract/Notes: This paper provides a brief history of the work of Maria Montessori and traces the development of the Montessori method in English education. The first woman medical student in Italy, she developed an interest in the needs of mentally handicapped children. Contrary to the accepted view, she came to the conclusion that mentally 'deficient' children required mainly an educational, or 'pedagogical,' rather than a medical treatment. The Montessori movement in England reached its zenith in 1921 and declined due to a division within the ranks of its supporters. However, the influence of Montessori's methods continued to exist and expand, particularly in the private sector of education. Montessori's two principal biographers, Standing and Kramer, missed the significance of the fact that Montessori was a woman in medicine in Italy during a period when women all over Europe were struggling to be admitted into the public sphere. Other researchers have addressed the significance of this factor in the educational field among her contemporaries. Montessori's claims to scientificity and their articulation with an increasingly rationalized education system explain, in part at least, her success. / Paper presented as the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 4-8, 1994.
Language: English
Published: New Orleans, Louisiana, 1994
Report
Preschool Reading Instruction: A Literature Search, Evaluation, and Interpretation. Final Report [volume 2 of 3]
Available from: ERIC
William E. Blanton (Author)
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Abstract/Notes: This report, Vol. II of three interpretive manuscripts, presents Information For The Teacher, a review of literature on preschool reading instruction, along with suggestions and materials for teaching preschool reading. A skills checklist is provided and the educational television program, Sesame Street, is evaluated, since the effectiveness of this medium has been both praised and questioned. Reading readiness and motivation are discussed. The latter portion of this report offers three Appendices: Appendix A is a Guide to Materials for Prereading Instruction, Appendix B lists Publishers of Reading Materials, and Appendix C is a Reference List of Books for Preschool Children. (For related documents, see PS 005 928 and PS 005 930.) (Author/RG)
Language: English
Published: Bloomington, Indiana, Jun 1972
Report
Preschool Reading Instruction: A Literature Search, Evaluation, and Interpretation. Final Report [volume 3 of 3]
Available from: ERIC
William E. Blanton (Author)
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Abstract/Notes: This report answers questions that parents are likely to ask about preschool reading instruction. It discusses the origins, curriculum change, new concepts of intelligence and the various teaching methods such as Montessori and the British Infant School. Unlike previous generations, today's child is exposed to visual and auditory stimulation, and to forces converging simultaneously on the preschool curriculum. Events in technology, social and political changes, have exerted tremendous influence on revamping preschool educational programs. A checklist to determine whether or not the home provides for the development of early reading is offered, along with a Selected Book List for children of various ages. The need for emotional development and language skills is reviewed, good experiential backgrounds on which to base language, and an interest in reading. Although the learning of reading is highly individualized, it appears that preschool children can learn to read earlier. The parent is warned, however, that worry about a child's inability to learn to read may handicap a child, and in that case instruction is best left to the school. Trust, encouragement and interest are suggested. (For related documents, see PS 005 928 - 929.) (RG)
Language: English
Published: Bloomington, Indiana, Jun 1972