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136 results

Article

Maria Montessori Meets Rube Goldberg: Norwalk Middle School [Connecticut] Wins MIT Design Contest

Publication: Public School Montessorian, vol. 20, no. 4

Pages: 1, 22

Public Montessori

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Language: English

ISSN: 1071-6246

Article

A Self-Concept Study of Middle School Students

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 16, no. 2

Pages: 11, 13, 26

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Language: English

ISSN: 0010-700X

Article

✓ Peer Reviewed

Toward More Joyful Learning: Integrating Play Into Frameworks of Middle Grades Teaching

Available from: SAGE Journals

Publication: American Educational Research Journal, vol. 51, no. 6

Pages: 1227-1255

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Abstract/Notes: Recent efforts to define qualities of effective teaching practice have done little to capture the role of play, imagination, and creativity in classroom teaching. Drawing on theories of play and data from a two-year case study that included classroom observations, interviews, artifact collection, and surveys, the author examines the ways in which elements of play were present across the practice of eight novice middle grades teachers. Building on examples of play in these classrooms, the author proposes adding the dimension of play to frameworks of middle grades teaching—a dimension that encompasses young adolescents' engagement in classroom work that involves choice and self-direction, imaginative creations, and a nonstressed state of interest and joy.

Language: English

DOI: 10.3102/0002831214549451

ISSN: 0002-8312, 1935-1011

Article

✓ Peer Reviewed

Wolność oczami dziecka – poznawcza reprezentacja wolności w średnim i późnym dzieciństwie [Freedom Through the Eyes of Children – The Cognitive Representation of Freedom in Middle and Late Childhood]

Available from: Jesuit University Ignatianum in Krakow

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)

Pages: 183-207

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Abstract/Notes: The paper presents the results of research on cognitive representation of freedom in middle and late childhood, based on the philosophical and psychological understanding of the issue. The basis of the considerations were classic models of representation: J. Piaget and L. Wygotski, modern models: A. Karmiloff-Smith, K. Nelson, J. Mandler and theory of building the experience of M. Tyszkowa. These theories say that cognitive representation is uniquely human way of gaining knowledge which is connected with continuous redescription of obtained information. The research involved 33 six-year-old- and 31 nine-year-old children. Researchers used the Piaget’s clinical method which was based on a created questionnaire. The children’s task was to provide connotations with the word freedom, paint the freedom and tell about the possibility of making decisions in their relationship with parents.Obtained material (verbal and non-verbal) shows that children use the representations of freedom at the implicit and explicit level. / W artykule zaprezentowano wyniki badań nad poznawczą reprezentacją wolności u dzieci w średnim i późnym dzieciństwie, w oparciu o filozoficzne i psychologiczne rozumienie niniejszej problematyki. Podstawą rozważań były klasyczne: J. Piageta i L. Wygotskiego,i współczesne: A. Karmiloff- Smith, K. Nelson, J. Mandler modele reprezentacji oraz koncepcja budowania doświadczenia M. Tyszkowej. Wymienione koncepcje pozwalają ujmować reprezentację poznawczą w kategoriach specyficznie ludzkiego sposobu zdobywania wiedzy, który polega na ciągłej redeskrypcji posiadanych informacji. Badaniami objęto trzydzieścioro troje dzieci w wieku sześciu lat i trzydzieścioro jeden w wieku dziewięciu lat. Wykorzystana została metoda kliniczna Piageta w oparciu o stworzony kwestionariusz. Dzieci wymieniały skojarzenia ze słowem wolność, przedstawiały ją w sposób graficzny i prezentowały możliwość podejmowania decyzji w relacji z rodzicami. Zebrany materiał werbalny i niewerbalny pokazuje, że dzieci posługują się reprezentacjami wolności na poziomie ukrytym i jawnym.

Language: Polish

DOI: 10.14632/eetp.2017.13.47.183

ISSN: 1896-2327, 2353-7787

Article

✓ Peer Reviewed

Montessori Middle School and the Transition to High School: Student Narratives

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 6, no. 2

Pages: 26-38

Americas, High school students, Middle school students, Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: This narrative study investigated through storytelling the experiences of five students who attended a Montessori middle school and then transitioned to a public high school. The testimonies of the participants highlighted that, to help students make a successful transition to high school, it is useful to consider three elements: (a) developing academic and social-emotional skills, (b) fostering positive attitudes toward learning, and (c) creating opportunities to practice self-reliance, self-advocacy, and grit. The experience of these particular students accentuates the ability of a Montessori middle school to emphasize both academic rigor and the social-emotional skills that build the fortitude necessary for students to successfully transition to high school. This study suggests that Montessori middle school practices may foster the intellectual and emotional growth of students so that they can successfully transition to high school and are potentially buffered from many of the detrimental academic and emotional impacts of ninth grade.

Language: English

DOI: 10.17161/jomr.v6i2.13854

ISSN: 2378-3923

Article

✓ Peer Reviewed

Montessori Middle School: The Erdkinder

Available from: ERIC

Publication: Middle Grades Review, vol. 5, no. 3

Pages: Article 4

Erdkinder, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori schools

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Abstract/Notes: Montessori Education is over a century old. Since its inception, Montessori schools have been opened worldwide. While most are pre-schools serving three- to six-year-old children, many people are not aware that Montessori spoke and wrote about middle level education before her death in 1952. Her concept for the Erdkinder, an intentionally designed learning environment for the adolescent ages 12 to 15, is described in this essay.

Language: English

ISSN: 2379-4690

Book Section

Freiarbeit in der Mittelstufe [Freelance work in middle school]

Book Title: Montessori-Pädagogik das Kind im Mittelpunkt

Pages: 150-153

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Language: German

Published: Wien, Austria: Jugend & Volk, 2020

ISBN: 978-3-7100-4362-8 3-7100-4362-X

Article

Middle Schools: 200 Programs Operating, but Questions of Training and Teacher Supply Persist

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 11, no. 1

Pages: 10

Public Montessori

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Language: English

ISSN: 1071-6246

Article

✓ Peer Reviewed

Dealing with Diversity: Middle-Class Family Households and the Issue of 'Black' and 'White' Schools in Amsterdam

Available from: SAGE Journals

Publication: Urban Studies, vol. 50, no. 6

Pages: 1130-1147

Europe, Holland, Netherlands, School choice, Western Europe

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Abstract/Notes: The urban middle classes often celebrate the diversity of their neighbourhood. As soon as they have children, however, the desire to display symbolic capital may conflict with the need to reproduce cultural capital through the educational system. In the ethnically diverse Amsterdam schooling context, in which parents have free school choice and school access is not determined by fees, the socio-spatial strategies of school choice could be expected to differ from particularly the UK context. Based on in-depth interviews conducted with white middle-class parents in Amsterdam, this study argues that ethnic diversity is a major concern when they are seeing primary schools for their children, but that middle-class fractions have different socio-spatial strategies for managing it. It is argued that, despite differences in terms of housing market and school policies, the strategies of the Amsterdam middle classes are very similar to other contexts, suggesting homologies of class between national contexts.

Language: English

DOI: 10.1177/0042098012461673

ISSN: 0042-0980

Book

A Bridge to Adulthood: A Montessori Middle School Model

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Language: English

Published: Yellow Springs, Ohio: Educational Video Publishing, 1996

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