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Article
The Creation Story in the Elementary Classroom
Publication: Forza Vitale!, vol. 20, no. 3
Date: 2001
Pages: 10–11
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Language: English
Article
Biology: Classification in the Elementary
Publication: Forza Vitale!, vol. 18, no. 3
Date: 1999
Pages: 9–10
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Language: English
Article
The Transition into Elementary
Publication: Forza Vitale!, vol. 16, no. 2
Date: 1997
Pages: 17–18
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Language: English
Article
Enticement in the Elementary Classroom
Publication: Forza Vitale!, vol. 21, no. 3
Date: 2002
Pages: 13
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Language: English
Article
Biology in the Elementary Environment
Publication: Forza Vitale!, vol. 17, no. 2
Date: 1998
Pages: 14–16
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Language: English
Article
The Elementary Alumni Association, a Personal Note
Publication: Family Life (AMI/USA), no. 7
Date: Fall 1985
Pages: 10-11
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Language: English
Article
The Elementary Alumni Annual Conference
Publication: Family Life (AMI/USA), no. 5
Date: Fall 1984
Pages: 17
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Language: English
Article
Case Study of a Nongraded, Multiage Elementary School: Benefits Perceived by Teachers, Students, and Parents
Publication: ERS Spectrum, vol. 14, no. 4
Date: 1996
Pages: 16-26
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Abstract/Notes: Summarizes a case study examining how a nongraded, multiage schooling structure differs from a traditional grade structure, based on participants' perceptions. The ungraded school studied used responsive instruction, fostered student leadership and collaboration, created a family of learners, and encouraged student independence and responsibility. These themes helped educators create democratic schooling structures. (15 references) (MLH)
Language: English
ISSN: 0740-7874
Article
Advanced Montessori Method - I. Spontaneous Activities in Education, II. The Montessori Elementary Material [book review]
Available from: HathiTrust
Publication: Educational Review, vol. 56
Date: Dec 1918
Pages: 432-438
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Language: English
Master's Thesis (Action Research Report)
Effects of Classroom Talk Lessons on Student Perceptions of Collaborative Group Work in a Remote, Synchronous Montessori Elementary Learning Environment
Available from: St. Catherine University
Action research, COVID-19 Pandemic, Lower elementary, Montessori method of education, Online learning
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Abstract/Notes: This mixed-methods action research examined the effects of classroom talk lessons on children’s perceptions of collaborative group work in an online Montessori learning environment during the COVID-19 pandemic. Participants were 19 Lower Elementary students and one teacher/investigator. All work was online, both synchronous and asynchronous. Students were presented with lessons in classroom talk, and practiced these skills during online collaboration in the creation of a student newsletter. Key findings were that students use of classroom talk behaviors and rigorous thinking increased slightly over the four-week period and students’ perceptions of their community identity and the value of their ideas increased over the course of the intervention, most notably in younger students. Teaching classroom talk had positive effects on student agency, depth of collaborative work, and grace and courtesy in this digital Montessori classroom. Respectful disagreement was identified as an area for future study.
Language: English
Published: St. Paul, Minnesota, 2021