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Article
Tales in Cosmic Education: A Summary of Marianne Moore's Workshop at Berea College, June 1983
Publication: AMI Elementary Alumni Association Newsletter, vol. 12, no. 3
Date: 1985
Pages: 3
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Language: English
Article
Storytelling: A Conference Session Summary
Publication: AMI Elementary Alumni Association Newsletter, vol. 13, no. 1
Date: 1985
Pages: 1–2
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Language: English
Article
Waking Up with Drama [summary of presentation by Iris Fogarassy at 1998 summer conference]
Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 2
Date: 1999
Pages: 2–5
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Language: English
Article
Summary of the IDG World Expo (Computers)
Publication: CAMT News (Ontario, Canada), vol. 18, no. 2
Date: Apr 1993
Pages: 2-3
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Language: English
Article
Meeting the Needs of the All-Day Child [Summary of NAMTA conference presentation by Sharon Dubble and Annmarie Torres]
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 3, no. 1
Date: Fall and Winter 1997/1998
Pages: 6
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Language: English
Article
What Belongs in a Montessori Primary Classroom?
Available from: ProQuest
Publication: Montessori Life, vol. 23, no. 3
Date: Fall 2011
Pages: 18-32
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Abstract/Notes: There are two major types of Montessori teacher education in the United States: (1) AMI-USA (the American branch of the Association Montessori Internationale, founded by Dr. Montessori to carry on her work); and (2) AMS (American Montessori Society, founded by Nancy Rambusch to represent Montessori in America). This article presents the results from a survey which points out what materials are highly agreed on by teacher educators from both AMI and AMS centers to be necessary and/or desirable in a Montessori Primary classroom. There is a large set of agreed-upon materials across most areas, and with Art and Science/Geography--two areas to which Montessori herself allocated little attention in discussions of the first plane of development. For other areas, when there were divergences, they stemmed from two sources: (1) materials appearing to aim too high or too low (some Math and Language materials, for example, that are for children more advanced or some Practical Life materials that are preliminary to other skills); or (2) divergent opinions as to whether the activity has a clear positive developmental purpose (the tape recorder or fantasy books, for example). (Contains 2 footnotes.)
Language: English
ISSN: 1054-0040
Article
Nongraded Primary Education
Available from: ERIC
Publication: ERIC Digest, no. 74
Date: Aug 1982
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Abstract/Notes: In nongraded education, children of different ages and ability levels are taught together and make continuous progress rather than being promoted once per year. Research studies support nongraded primary education by indicating that young children vary in their rates of intellectual development and learn best through hands-on activities with concrete materials. In addition, participation in mixed-age groups has social and cognitive benefits. Teaching multi-age classes requires more teacher preparation time and knowledge about child development, integrated curriculum, and instructional strategies. The implementation of nongraded education is facilitated by the following: (1) understanding and support by teachers and parents; (2) practical training for teachers; and (3) support by both administrators and school boards. (MLF)
Language: English
Article
Around the Child, Around the World: A Summary of the Pluricultural Congress in Rome [November, 1996]
Publication: Montessori Life, vol. 9, no. 2
Date: 1997
Pages: 18–19
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Language: English
ISSN: 1054-0040
Article
Assisting Primary Children in Recognizing When Work is Finished
Publication: Montessori Leadership
Date: 2010
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Language: English
Article
The Slender Thread of a Montessori Primary Class
Publication: Montessori Australia eArticle, vol. 2012, no. 3
Date: 2012
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Language: English