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Article
Resources [Publicity, Cornerstone Books, child care consultants]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 2
Date: Winter 1990
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Peace Resources from Around the World
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 12, no. 4
Date: Summer 2000
Pages: 4, 26
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Language: English
ISSN: 1071-6246
Article
Resources: Helping Students Work for Peace and Justice
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 13, no. 2
Date: Winter 2001
Pages: 4
Peace education, Public Montessori
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Language: English
ISSN: 1071-6246
Article
Bilingual and Spanish Language Resources
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 25
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Abstract/Notes: El Boletin, September 2002
Language: English
ISSN: 1071-6246
Article
Updates on Resources
Publication: Public School Montessorian, vol. 15, no. 3
Date: Spring 2003
Pages: 19
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Abstract/Notes: El Boletin, March 2003
Language: English
ISSN: 1071-6246
Article
The Matching Game [Questions and answers: Repairing materials, hiring, job hunting, resources]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 11, no. 1
Date: Winter 1984
Pages: 33
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Language: English
ISSN: 0010-700X
Article
Managing the Use of Resources in Multi-Grade Classrooms
Available from: African Journals Online
Publication: South African Journal of Education, vol. 39, no. 3
Date: 2019
Africa, Classroom environments, Montessori materials, Montessori method of education, Montessori schools, Nongraded schools, Prepared environment, South Africa, Southern Africa, Sub-Saharan Africa
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Abstract/Notes: This study examined how teachers in multi-grade classrooms manage and use available resources in their classrooms. The study focused on multi-grade classrooms in farm schools in the Free State province of South Africa that cover Grades 1 to 9. The concepts “multi-grade classrooms” and “resources” are explained below. The availability and utilisation of resources in multi-grade classrooms is discussed in some depth. A qualitative research design was used to collect data. Interviews were conducted with 9 teachers who worked in multi-grade classrooms. The data reveals that the availability of resources has improved somewhat in the multi-grade classrooms surveyed; however, textbooks specifically meant for multi-grade classrooms are still lacking. The data also points to several other trends. For example, most multi-grade schools in the sample have insufficient resources. Where available, the resources are either under-utilised or used improperly. Furthermore, it is usually the case that learners are required to share resources across various grades. Moreover, teachers often use their personal resources to get their work done, and in this regard, smartphones play an important part. Finally, the study also reveals that teachers do try to use various types of resources to cater for different learning styles.Keywords: activity centres; classroom organisation; Montessori educational theory; multi-grade classrooms; resource corners; resources
Language: English
ISSN: 2076-3433
Article
New & Streamlined IMC School Accreditation Standards and Resources Are Now Available
Available from: ISSUU
Publication: Montessori Leadership, vol. 15, no. 4
Date: 2013
Pages: 22-24
Leadership, Program evaluation
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Language: English
Master's Thesis
Research and Resources for the Primary Grades in a Montessori Classroom
Available from: ProQuest - Dissertations and Theses
Classroom environments, Elementary education, Learning environments, Montessori method of education, Primary education, Reading
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Abstract/Notes: Maria Montessori and Lev Vygotsky believed that children learn best through having personal experiences and social interactions with the people and the environment around them (Lawrence & Snow, 2011; Montessori, 1995; Vygotsky, 1978). Students lose important general classroom instructional time and learning opportunities when they are pulled out to receive reading intervention lessons. When teachers collaborate and approach reading intervention in a connected way, while providing explicit instruction to the students, learning is capitalized. Grounded in the Sociocultural theory, this study and project aimed to address the learning needs of students who struggle with reading in the primary grades of the general education classroom. Anchored in culturally responsive teaching techniques, the research in this project highlight ways teachers are able to respect the diverse student populations housed in American classrooms in respectful and motivating ways. The methods used in this study was in the form of qualitative and quantitative research through conducting surveys. Survey participants were Lead Teachers, Teacher Assistants, and Reading Specialists in a Montessori Setting. The results of the feedback received from the surveys tailored the handbook of resources that will help meet the reading needs for students who struggle with learning how to read. Additionally, this study provides recommendations in addressing reading motivation and identifying the responsibilities of literacy professionals at the school and network level that are rooted in International Literacy Association Standards.
Language: English
Published: Sacramento, California, 2022