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Book Section
The Second Plane of Development (6-12)
Book Title: Whole-School Montessori Handbook for Teachers and Administrators, Supplement 2007
Pages: 305-320
Americas, Montessori method of education, Montessori schools, Teacher training, Teachers, United States of America
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 2007
Article
Dr. Montessori Explains Her System: Mind Development for Child Is Keynote; Local People In Audience
Available from: Newspapers.com
Publication: Whittier News (Whittier, California)
Date: May 22, 1915
Pages: 1
Americas, Maria Montessori - Biographic sources, North America, United States of America
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Abstract/Notes: "Dr. Montessori arrived in Los Angeles early in May and will remain here throughout June instructing teachers in her method of training young minds through the senses. In July she will visit San Diego, establishing a class there. Dr. Montessori also plans to found a school in San Francisco."
Language: English
Article
The Developmental Program: The Montessori Framework for Learning
Publication: Tomorrow's Child
Date: 1993
Pages: 15-18
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Language: English
ISSN: 1071-6246
Article
Language Development: Let's Give Them Something to Talk About
Publication: The National Montessori Reporter, vol. 29, no. 3
Date: 2005
Pages: 12–13
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Language: English
Book
Reviewing the evidence on how teacher professional development affects student achievement
Available from: Google Scholar
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Language: English
Published: [Washington, D.C.]: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education, 2007
Article
Development of Intelligence
Publication: The National Montessori Reporter, vol. 28, no. 3
Date: 2004
Pages: 12–13
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Language: English
Master's Thesis
Literacy Engagement and the Impacts on Literacy Development
Available from: MINDS@UW River Falls
Attention in children, Literacy, Montessori method of education
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Abstract/Notes: The most common reason for a person to partake in reading and writing is enjoyment which also provides intrinsic motivation. Students who have intrinsic motivation are more likely to be engaged and interact deeply in the literacy activity, which has shown to increase comprehension and higher reading achievement. Intrinsic motivation and engagement are vital in creating life-long readers and writers. Engaged literacy activities are both a goal of instruction and a pathway to achieve success. The purpose of this research project was to study the effects of engagement strategies and the use of social justice literature on literacy development. This study took place at a public Montessori school located in the Midwest. There was a total of twelve students which consisted of first and second graders aged six through eight years old. Over the span of the twelve-week study, the engagement strategies of experiential learning, interactive read-aloud, and interactive writing were implemented. Student behaviors, knowledge, and skills were assessed to place students on the Reading Developmental Continuum through observation and miscue analysis before and after the strategies were implemented to determine literacy growth in engagement, comprehension, and language-to-print connections. The results indicated growth in all three reading components. It also revealed an increase in students’ social justice awareness and sense of agency. This suggests that engagement strategies rooted in rich meaningful literature positively impact students’ literacy development.
Language: English
Published: River Falls, Wisconsin, 2021
Article
Notes on the Development of the Montessori System
Available from: HathiTrust
Publication: American Education, vol. 17, no. 5
Date: Jan 1914
Pages: 268-271
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Language: English
ISSN: 0002-8304
Book
Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development
Available from: SpringerLink
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Abstract/Notes: Today, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.
Language: English
Published: Wiesbaden, Germany: Springer Nature, 2022
ISBN: 978-3-658-39736-4 978-3-658-39735-7
Article
Evolution of Current Concepts of Intelligence and Intellectual Development
Publication: American Montessori Society Bulletin, vol. 6, no. 4
Date: 1968
Pages: 1-20
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Language: English
ISSN: 0277-9064