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Article
Little Learner's Nutrition and Fitness Declaration
Publication: Infants and Toddlers, vol. 9, no. 1
Date: 2005
Pages: 10–11
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Abstract/Notes: Excerpt from Little Learner's Diet
Language: English
Article
Changing Nutrition Standards: Eating In America
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 2
Date: Spring 2005
Pages: 36-39
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Language: English
ISSN: 1054-0040
Article
One School's Commitment to Nutritional Health
Available from: ProQuest
Publication: Montessori Life, vol. 17, no. 2
Date: Spring 2005
Pages: 8
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Language: English
ISSN: 1054-0040
Article
The Nutrition Priority
Publication: Montessori Life, vol. 12, no. 4
Date: 2000
Pages: 9–10
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Abstract/Notes: Includes food safety checklist
Language: English
ISSN: 1054-0040
Article
Good Nutrition Aids Normal Development
Publication: Montessori Observer, vol. 17, no. 3
Date: Sep 1996
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Book Section
Education, Philanthropy and Feminism: Components of Argentine Womanhood, 1860-1926
Book Title: Latin American Woman: Historical Perspectives
Pages: 235-253
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Language: English
Published: Westport, Connecticut: Greenwood Press, 1978
ISBN: 978-0-313-20309-1 0-313-20309-1
Series: Contributions in Women's Studies , 3
Article
The Montessori Method of Home and School Education
Available from: HathiTrust
Publication: Irish Review (Dublin), vol. 2, no. 22
Date: Dec 1912
Pages: 541-544
Doctoral Dissertation (Ph.D.)
The Role of Educational Evaluation in Three Selected Montessori Elementary Classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.
Language: English
Published: Newark, Delaware, 1989
Master's Thesis (Action Research Report)
Sustaining Teacher Resilience for Montessori Education
Available from: St. Catherine University
Action research, Montessori method of education
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Abstract/Notes: The purpose of this action research self-study was to determine the effects of a sustainable self-care practice on the resilience of an unemployed, mid-career Montessori early childhood teacher. This 4-week intervention consisted of twenty 20-minute sessions with meditation, yoga, and/or inspirational readings. Data was measured using a pre- and post-resilience survey, a daily adjective checklist, and a daily reflective journal. An increase in resilience was demonstrated by the resilience survey and self-assessed in journal entries, suggesting that taking time each day for personal self-care can positively impact resilience. Further research should include a larger and diverse study group of full-time teachers, longer or shorter daily intervention times, and a longer intervention period to determine further sustainability of the practice. This research will inform my practice as a teacher both personally and professionally, with consistency of teacher effectiveness being the greatest professional benefit.
Language: English
Published: St. Paul, Minnesota, 2021
Book
Twenty Century Pre-School Education: Times, Ideas and Portraits
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Language: Italian
Published: Milan, Italy: Franco Angeli, 1985
Series: Centro studi Bruno Ciari