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Article

Researching Classroom Communications and Relations in the Light of Social Justice

Available from: Taylor and Francis Online

Publication: Educational Action Research, vol. 20, no. 2

Pages: 251-266

Action research

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Abstract/Notes: This article discusses participative action research performed by a network consisting of researchers and student-teachers of a University of Applied Sciences and teachers and pupils of four primary schools in the Netherlands. The research took place in the context of the research group ‘Behaviour and Research in the Educational Praxis’. The primary schools focused on inclusive education in order to allow children with special educational needs to participate in mainstream schools. The central idea of the research project was to integrate the insiders’ perspective of the teachers with the outsiders’ perspective of the university researchers. Therefore, the research project combined process and content goals. The research lasted from September 2008 to June 2010, and consisted of five different stages: orientation, general and specific exploration, reconstruction and overall analysis. This article describes the goals and results of each of these stages. The article concludes with a final discussion on the main findings. An important result included a nuanced view of teachers on their power position in the classroom. Teachers facilitated children to increase their own responsibility for their behaviour and their interaction with their classmates and the teacher. This seemed to provide a basis for a more organic order in the classroom, which was less dependent on the interventions of the teacher.

Language: English

DOI: 10.1080/09650792.2012.676302

ISSN: 0965-0792

Article

Multiage Classrooms: An Analysis of Verbal Communications

Available from: JSTOR

Publication: The Elementary School Journal, vol. 75, no. 7

Pages: 458-464

Early childhood care and education, Early childhood education, Interpersonal communication in children, Nongraded schools, Teacher-student relationships, ⚠️ Invalid DOI

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Abstract/Notes: Presents a quantitative analysis of communication networks in multiage classrooms (consisting of 4- to 7-year-olds) to determine if: (1) pupils interact with peers across age groups; (2) the pupil/teacher interaction is dispersed across age groups; and (3) certain learning centers are more conducive to interaction across age groups than others. (ED)

Language: English

DOI: 10.2307/1000771

ISSN: 0013-5984

Book Section

Talking with Parents: Conferences and Communications

Available from: ERIC

Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996

Pages: 50-52

AMI/USA National Conference (Bellevue, Washington, 25-26 July 1996), Americas, North America, United States of America

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Language: English

Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997

Article

Looking at Montessori Schools: Progress, Problems, and Parent Communications

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 13, no. 2

Pages: 8–11

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Language: English

ISSN: 0010-700X

Article

Believe in the Child: AMI-USA's Communications Director Describes Plan to Recruit Teacher Trainees

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 17, no. 3

Pages: 21

Public Montessori

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Language: English

Article

Kandice King Communications Director

Publication: AMI/USA News, vol. 17, no. 4

Pages: 3

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Language: English

Article

Dr. Maria Montessori in Scotland

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1989, no. 4

Pages: 9–17

⛔ No DOI found

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Language: English

ISSN: 0519-0959

Doctoral Dissertation

The Growth of the Montessori Movement in the United States, 1909-1970

Available from: ProQuest Dissertations and Theses

Americas, North America, United States of America

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Abstract/Notes: The purpose of this study was to examine the growth of the Montessori Movement in the United States during the periods 1909-1921 and 1952-1970. The Montessori system was viewed as an innovation in American education and special attention was directed to the leaders of the movement and the role they played in its growth. The primary sources used for the initial period were the papers of Mabel Bell kept in the Bell Room of the National Geographic Society and the McClure Manuscripts housed in the Lilly Library at Indiana University. For the latter period, the following sources were utilized: American Montessori Society files, files of Whitby School, tape recordings from the American Montessori Society, interviews with Nancy Rambusch, Cleo Monson, John McDermott and correspondence with Mario Montessori and Margaret Stephensen. In addition to visits to the original Casa dei Bambini in Rome and modern Case in Italy, many Montessori schools in the United States were observed. The background of Dr. Montessori was discussed and the influences, principles and contributions of her method were examined. The period from 1909-1921 was analyzed with reference to the leadership of Maria Montessori, S.S. McClure, Mabel Bell, Helen Parkhurst and William Kilpatrick. The social, educational, political, theoretical and communications problems were examined to determine possible reasons for the demise of Montessori education in that era. The renascance [sic] of Montessori education in the United States (1952-1970) was examined with emphasis on the leadership of Mario Montessori, Nancy Rambusch, Margaret Stephenson, Cleo Monson and John McDermott. The areas of social, educational, theoretical and communications were studied for likely reasons for the resurgence of Montessori education in America. A paradigmatic schema was used to compare the role of the leaders in each period: Policy maker- Maria Montessori and Mario Montessori; Promoter- S.S. McClure and Nancy Rambusch; Organizer- Mabel Bell and Cleo Monson; Disciple- Helen Parkhurst and Margaret Stephenson; Professional Educator- William Kilpatrick and John McDermott. The qualities of leadership which led to the original demise of the Montessori Movement were: 1) Mistrust and lack of direct contact with United States educators and Montessori promoters by Maria Montessori; 2) Withdrawal of lecture and film rights from S.S. McClure by Dr. Montessori; 3) Dissolution of Montessori organizations by Mabel Bell and Helen Parkhurst because of lack of confidence in them by Maria Montessori; 5) Strong influence by William Kilpatrick (who did not believe in the Montessori method) on kindergarten teachers. The rebirth of the Montessori Movement was influenced by: 1) Mario Montessori's strong adherence to the original ideas of Maria Montessori; 2) Nancy Rambusch's proper use of leadership and timing and the formation of the American Montessori Society by her; 3) The organized efforts of the American Montessori Society and its teacher-training and public relations function by Cleo Monson; 4) The loyalty and knowledge displayed by Margaret Stephenson in running the Association Montessori Internationale teacher-training course in Washington; 5) the efforts of John McDermott to put Montessori in an American cultural context in teacher-training and professionalization of Montessori education. The writer finds strong indications for the thesis that it was the leadership which effected the growth of the Montessori Movement in the United States and recommends further research into other educational innovations in the United States such as the British Infant School Movement and Headstart with attention to the leadership.

Language: English

Published: New York, 1971

Article

Negative Numbers

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1967, no. 4

Pages: 37–38

⛔ No DOI found

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Language: English

ISSN: 0519-0959

Article

The International Center for Montessori Studies Foundation

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1975, no. 2

Pages: 17–18

⛔ No DOI found

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Language: English

ISSN: 0519-0959

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