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2379 results

Article

Sister Schools/Escuelas Gemelas [InterCultura, Chicago, Illinois; Cardenas School, Chicago, Illinois]

Publication: El Boletin [Comité Hispano Montessori]

Pages: 1-4

Americas, Comité Hispano Montessori - Periodicals, Latin American community, Latino community, North America, United States of America

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Language: English

Article

Foreign Language Immersion: Something New in Chicago [InterCultura Foreign Language Immersion School, Oak Park, Illinois]

Publication: El Boletin [Comité Hispano Montessori], no. 22

Pages: 1

Americas, Comité Hispano Montessori - Periodicals, Language acquisition, North America, United States of America

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Language: English

Article

Jiang su sheng jiao yu hui meng tie suo li jiao ju yan jiu hui [Conference Record of the Montessori Teaching Materials Research Association of Jiangsu Education Association]

Publication: Chong Hua Educational Review, vol. 4, no. 5

Pages: 7-9

Asia, China, East Asia, Montessori method of education

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Language: Chinese

Article

✓ Peer Reviewed

A Research Initiative on the Construction of Innovative Environments for Teaching and Learning. Montessori and Munari based Psycho-pedagogical Insights in Computers and Human Behavior for the “New School”

Available from: ScienceDirect

Publication: Computers in Human Behavior, vol. 66

Pages: 282-290

Information and communications technology (ICT), Technology and children

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Abstract/Notes: Italians children-students live a strong technological gap among different education instances: on the one hand, they are attending schools technologically still to the '80 years, on the other hand, they can rely on hyper-technological domestic-family environments where videogames, smartphones, internet are always available. In the school, all learnings take place under the supervision of the teacher that stimulates, directs and corrects these important steps in the basic training. On the contrary, in the domestic environment the presence of technology is increasingly pervasive. These new technologies cognitively stimulate the children, but they entertain the little ones often alone and without the participation and supervision of an adult audience. Thus, the technology gap results in a pedagogical clash among different educational instances and this is the “space” addressed by our research initiative whose objective is the construction of innovative teaching and learning environments for children between 3 and 6 years of age. The specific quantitative outcomes can be defined with respect to three main families of indicators: measures to detect the use of learning environments; indicators of the level of satisfaction and involvement of the various involved actors; real impact on the socio-cognitive development of children produced by the introduction of methodologies and technologies.

Language: English

DOI: 10.1016/j.chb.2016.09.056

ISSN: 0747-5632

Article

The Elementary Child: Teaching to the Spirit, Teaching for Peace–Part 2: Global Peace for Humanity

Publication: Montessori Leadership

Pages: 5–8

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Language: English

Article

Cairo [Illinois] Takes the Leap: Southern Illinois District Converts Preschool-Grade 1 Program to Montessori Format

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

Publication: Public School Montessorian, vol. 2, no. 1

Pages: 1

Public Montessori

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Language: English

ISSN: 1071-6246

Report

The Evaluation and Implications of Research with Young Handicapped and Low-Income Children at the Institute for Research on Exceptional Children at the University of Illinois

Available from: ERIC

Americas, Children with disabilities, Inclusive education, North America, Poor children, United States of America

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Abstract/Notes: This study to determine effects of preschool training of mentally retarded children from low-income families asks three major questions: 1. Does preschool training displace the rate of development of such children? 2. Does rate of growth continue at an accelerated rate, or does it return to the original rate of development during primary school years? 3. Are the results similar for children living in different environments? Five intervention programs are outlined: 1. Traditional nursery school; 2. Community Integrated program; 3. The Montessori method; 4. Karnes structured cognitive plan; and 5. The Bereiter-Englemann(B-E). As a result of the program, some children in the demonstration center no longer function in the retarded range. Behavior has improved and several have entered a public school or preschool for normal children. It is suggested that mothers of infants might accomplish more at home with guidance, since professional tutoring is not feasibly practical, and children with higher IQ need special early programming to attain their potential. (RG)

Language: English

Published: Urbana-Champaign, Illinois, 1973

Article

Bylaws of the Association Montessori International-Elementary Alumni Association

Publication: AMI Elementary Alumni Association Newsletter, vol. 40, no. 2

Pages: 9

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Abstract/Notes: and proposed amendments

Language: English

Article

Master Mind: Seven Schools Describe How They Are Applying Research in Neuroscience and the Cognitive Sciences to Student Learning

Available from: InformIT

Publication: Independence, vol. 36, no. 1

Pages: 8-14, 16

Cognitive development, Cognitive neuroscience, Developmental psychology, Early childhood care and education, Neuroscience, Preschool education, Primary education

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Abstract/Notes: This article presents descriptions from seven schools of how they are applying research in neuroscience and the cognitive sciences to student learning. Braemar College, Woodend, Victoria implemented Fast ForWord with the knowledge of independently verified results in 2008 to assist students deemed to be at risk academically. Concordia College, Highgate, SA has implemented Brain Week since 2005. It aims to provide Year 8 students with the capacity to understand how their brain works ad to understand what happens to their brain when they learn. The Montessori International College, Buderim, Qld uses the Montessori curriculum to precisely trigger brain functions that are the building blocks of learning and personality. Ravenswood School for Girls Gordon NSW is reviewing its pastoral care program to provide an authentic program which will guide adolescents as they transverse the middle years and promotes student wellbeing, and which has at its base a deep understanding of the changes the adolescent brain is undergoing. St. Michael's Collegiate School, Hobart, Tas is using an executive function mindset to help all students in areas such as planning, organising, prioritising, initiating, sustaining, shifting and self monitoring. This, combined with focused effort, positive self concept, and strategic mindsets, are key to student success across all grades. Scotch Oakburn College, Launceston, Tas is considering brain based maths learning, which in beginning arithmetic takes advantage of the learner's number sense, subitising and counting strategies by making connections to new mathematical operations, so that multiplication tables become tools leading to a deeper understanding of mathematics, rather than an end unto themselves. With the wealth of research evidence growing about the plasticity of the brain, Wilderness School, Medindie, SA designed and implemented in 2011 a 'Thinking and Learning' unit for all Year 9 girls on mindsets.

Language: English

ISSN: 1324-2326

Book

The Education of Man for a Peaceful World Community: Congress Report of the XIIIth International Montessori Congress, Amsterdam, Netherlands, April 1-4, 1964

Conference proceedings, Conferences, International Montessori Congress (13th, Amsterdam, Netherlands, 1-4 April 1964)

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Language: English

Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1964

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