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Article
Dade County [Florida], Barry U Building Training Center
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 1
Date: Fall 1990
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Memo to the Public Schools: Here's What Training Centers Need
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 2, no. 3
Date: Spring 1990
Pages: 12
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Language: English
ISSN: 1071-6246
Article
New Organization Announces Focus on Public School Training [Montessori Public School Systems, Inc.]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 1
Date: Fall 1990
Pages: 14
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Language: English
ISSN: 1071-6246
Article
The Training Agenda
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 3
Date: Spring 1991
Pages: 17
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Language: English
ISSN: 1071-6246
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
Date: Fall 1998
Pages: 10
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Language: English
ISSN: 1071-6246
Article
AMI Article Rankles San Diego Montessorians [Montessori Training Center of San Diego]
Publication: Public School Montessorian, vol. 11, no. 2
Date: Winter 1999
Pages: 11
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Language: English
ISSN: 1071-6246
Article
Training to Survive the Hazard Called Education
Available from: Springer Link
Publication: Interchange, vol. 15, no. 4
Date: Dec 1984
Pages: 1-14
Article
Working Memory and Executive Functions: Effects of Training on Academic Achievement
Available from: Springer Link
Publication: Psychological Research, vol. 78, no. 6
Date: Nov 2014
Pages: 852-868
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Abstract/Notes: The aim of this review is to illustrate the role of working memory and executive functions for scholastic achievement as an introduction to the question of whether and how working memory and executive control training may improve academic abilities. The review of current research showed limited but converging evidence for positive effects of process-based complex working-memory training on academic abilities, particularly in the domain of reading. These benefits occurred in children suffering from cognitive and academic deficits as well as in healthy students. Transfer of training to mathematical abilities seemed to be very limited and to depend on the training regime and the characteristics of the study sample. A core issue in training research is whether high- or low-achieving children benefit more from cognitive training. Individual differences in terms of training-related benefits suggested that process-based working memory and executive control training often induced compensation effects with larger benefits in low performing individuals. Finally, we discuss the effects of process-based training in relation to other types of interventions aimed at improving academic achievement.
Language: English
DOI: 10.1007/s00426-013-0537-1
ISSN: 0340-0727
Article
Aims, Beliefs, Practices and Training of Early Childhood Practitioners from Three Different Backgrounds: Montessori, Traditional and the Preschool Playgroups Association
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 27, no. 2
Date: 1995
Pages: 1-9
Comparative education, Trainings
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Abstract/Notes: The study described below compares the goals, beliefs, practices and training of early childhood educators from three different origins: Montessori, Traditional and the Association of Playgroups (PPA), and reports practice of a research in progress. The information was gathered by means of a questionnaire which was sent to early childhood practitioners and which covers various subjects such as reading, writing, arithmetic, free choice, accessible activities, scoring, role played and commitment of parents. There was consensus on the main goals of early childhood practitioners, but many differences emerged between groups for beliefs, practice and training. The importance of high quality training for early childhood practitioners has been demonstrated. The Traditional group appeared to have the highest level of training and the practice is more often than not to maintain contact with current research more than the other two Montessori and PPA groups.
Language: English
DOI: 10.1007/BF03174924
ISSN: 0020-7187, 1878-4658
Article
Demands in Early Childhood Education: Montessori Pedagogy, Prepared Environment, and Teacher Training
Available from: International Journal of Research in Education and Science
Publication: International Journal of Research in Education and Science, vol. 7, no. 1
Date: 2021
Pages: 144-162
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Abstract/Notes: Recognizing the inherent attention in examining how educational practices affect our future, there is little known about society's demands related to early childhood education. This paper aims to analyze the current preschool enrolment situation in the Euro-Western world and the demands of society, focusing attention on the characteristics needed in the prepared environment and in teacher training practices that inclusive education offers. Different socio-cultural theories have been analyzed, and practices regarding human development have been presented as they guarantee an integral development of the child, one which respects infant developmental stages and offers the right scaffolding and environment to stimulate a child's interest and potential. All these aspects are claimed in society, and are reflected in the Montessori Pedagogy principles, where thanks to the observation and knowledge regarding children's needs, educators can prepare stimulating environments that lead to personal formative development.
Language: English
DOI: 10.46328/ijres.1272
ISSN: 2148-9955