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Article
Dear Cathie . . . A Montessori Teacher's Perspective: Understanding the Role of the Materials
Publication: Tomorrow's Child, vol. 15, no. 4
Date: 2007
Pages: 17–18
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Language: English
ISSN: 1071-6246
Article
Dear Cathie . . . A Montessori Teacher's Perspective: Working with Developmental Delays
Publication: Tomorrow's Child, vol. 15, no. 3
Date: 2007
Pages: 15–16
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Language: English
ISSN: 1071-6246
Article
Dear Cathie . . . A Montessori Teacher's Perspective
Publication: Tomorrow's Child, vol. 15, no. 5
Date: 2007
Pages: 34–35
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Abstract/Notes: dressing skills and clothing choice; how a special needs child affects the class; Spanish class
Language: English
ISSN: 1071-6246
Article
Dear Cathie . . . A Montessori Teacher's Perspective
Publication: Tomorrow's Child, vol. 15, no. 1
Date: 2006
Pages: 62
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Abstract/Notes: What to look for when you observe
Language: English
ISSN: 1071-6246
Article
Dear Cathie . . . A Montessori Teacher's Perspective
Publication: Tomorrow's Child, vol. 14, no. 2
Date: 2006
Pages: 21
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Abstract/Notes: After-school activities
Language: English
ISSN: 1071-6246
Master's Thesis (M. Ed.)
Intrinsic and Extrinsic Motivation in Montessori Schools: Teachers Speak
Available from: Library and Archives Canada
Montessori schools, Motivation (Psychology)
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Abstract/Notes: In my study I examined the practices of Montessori educators in motivating children in a classroom setting. I interviewed 6 Montessori educators from various schools in the eastern, southern and northern parts of Ontario to share their first hand experiences and knowledge. Although these Montessori educators believe that intrinsic motivation without extrinsic should be sufficient motivation the results from the study indicated that 5 of these 6 teachers employ both intrinsic and extrinsic motivation to keep the children on task and interested in their work. The findings indicate that only 1 educator utilizes intrinsic motivation exclusively. The results indicate that 5 of the 6 participants believe that children require the addition of external factors, such as praise, achievement levels and stickers, free and self directed time to motivate students to complete their work.
Language: English
Published: North Bay, Ontario, Canada, 2009