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1379 results

Article

Elements of Erdkinder at the [Hershey Montessori] Farm School [Huntsburg, Ohio]

Publication: NAMTA Journal, vol. 31, no. 1

Pages: 39–48

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

The Long, Red Dirt Road to School [Nawantale, Uganda]

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2009, no. 1

Pages: 56–66

Africa, East Africa, Sub-Saharan Africa, Uganda

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Language: English

ISSN: 1877-539X

Article

Uit de School

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, vol. 13, no. 11

Pages: 87

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Language: Dutch

Article

School Notice

Publication: Montessori Society Review, vol. 7

Pages: 7

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Abstract/Notes: Accreditation by the Montessori Education (U.K.) Council

Language: English

Article

New Beginnings: How We Helped a Reluctant Nursery School to See the Benefits of Montessori

Publication: Montessori International, vol. 70

Pages: 6–7

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Language: English

ISSN: 1470-8647

Article

A Montessori School in a Chinese Holy Childhood Orphanage [Part 2] [Chusan Island, Chekiang Province]

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 2, no. 1

Pages: 33-39

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Language: English

Article

Montessorischool te Amsterdam

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori Opvoeding, vol. 8, no. 6

Pages: 47-48

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Language: Dutch

Article

Parents' Perceptions: The Transition of Public School Montessori Students into Traditional Middle Schools

Publication: NAMTA Journal, vol. 16, no. 3

Pages: 87–97

Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent attitudes, Perceptions, Public Montessori

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Language: English

ISSN: 1522-9734

Doctoral Dissertation (Ed.D.)

Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System

Available from: ProQuest - Dissertations and Theses

Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom

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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.

Language: English

Published: Stillwater, Oklahoma, 2006

Article

A New "Discovery Playground": The Benefits of Parent Involvement [Barrenjoey Montessori Pre-school, Avalon, NSW]

Publication: Montessori Matters, no. 1

Pages: 19–21

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Language: English

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