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Article
Montessori Elementary: Basic Skills and Beyond
Publication: Tomorrow's Child, vol. 14, no. 2
Date: 2006
Pages: 12–14, 16, 18–20
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Language: English
ISSN: 1071-6246
Article
Developing the Skills for Reading and Writing: A Talk Given to Parents at Ann Udale's School
Publication: Montessori Quarterly, vol. 21
Date: 1984
Pages: 8–16
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Language: English
Article
Learning Everyday Life Skills
Publication: Montessori NewZ, vol. 12
Date: Dec 1998
Pages: 2
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Language: English
Article
Conference Focuses on Skills for Everyday Living [Dunedin, October, 1998]
Publication: Montessori NewZ, vol. 11
Date: Sep 1998
Pages: 1–2
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Language: English
Article
Preparation for Life: How the Montessori Classroom Facilitates the Development of Executive Function Skills
Available from: ProQuest
Publication: Montessori Life, vol. 25, no. 1
Date: Spring 2013
Pages: 14-18
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Abstract/Notes: Educational philosophy in elementary and secondary schools has often centered on creating a "product," full of content knowledge and basic skills (Bagby, 2002). However, no longer is academic achievement in the classroom considered the sole gauge of lifelong success. Meltzer (2010) suggested that the development of executive functioning skills utilized to reach academic achievement is equally important--skills such as prioritizing, planning, self-checking, and setting short-term and long-term goals. Being able to plan, organize, and monitor one's time are crucial skills in today's world. These three competencies are only a few of the elements of "executive function," an umbrella term referring to the cognitive processes that guide, direct, and manage thinking, emotional responses, and behavior. Dawson and Guare (2010) provided an overview of how executive function skills operate to maximize student success. The authors will consider three of these skills--planning, organization, and time management--and will illustrate how each is developed through Montessori practices.
Language: English
ISSN: 1054-0040
Article
Piaget and Montessori/Theory and Practice, and The Development of Classification Skills
Publication: Montessori Elementary Newsletter, vol. 3, no. 5
Date: Apr 15, 1974
Pages: insert
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Language: English
Article
Book Review: 'Joy of Success: 10 Essential Skills for Getting the Success You Want', by Susan Ford Collins
Publication: Montessori Observer, vol. 24, no. 2
Date: May 2003
Pages: 3
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Language: English
ISSN: 0889-5643
Article
Thoughts in the OMA Regional Inservice: "Developing the Skills for Building Successful Partnerships with Families"
Publication: Forza Vitale!, vol. 16, no. 2
Date: 1997
Pages: 11–12
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Language: English
Master's Thesis (Action Research Report)
Effects of Mindfulness Strategies on Student Self-Regulation Skills in Primary and Elementary Students
Available from: St. Catherine University
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Abstract/Notes: The purpose of this study was to determine the effects of mindfulness-based interventions, such as the MindUP curriculum and Exercises of Practical Life, on primary and elementary aged students’ self-regulation skills. This study consisted of a sample size of 38 students from three different Montessori environments. The data was collected over a period of four weeks using a pre and post parent assessment, observational field notes and tally sheets, and a behavioral student self-assessment tool. Results show a connection between the mindfulness interventions implemented and the children’s ability to self-regulate their behaviors and emotions. The data shows positive effects on student self-regulatory skills and it can be integrated into the classroom to facilitate student academic achievement. Our recommendation for future research is to allow for more time to conduct the study.
Language: English
Published: St. Paul, Minnesota, 2019
Doctoral Dissertation
Improving Early Reading Skills of First-Grade Students with Learning Disabilities Using Montessori Learning Strategies
Available from: ProQuest - Dissertations and Theses
Children with disabilities, Inclusive education, People with disabilities
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Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.
Language: English
Published: Cincinnati, Ohio, 2003