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Book Section
Die "Reformpädagogik" in Italien und Spanien [Progressive Education in Italy and Spain]
Book Title: Die Reformpädagogik auf den Kontinenten ein Handbuch
Pages: 87-108
Europe, Italy, Maria Montessori - Biographic sources, Montessori schools, New Education Fellowship, New Education Movement, Progressive education, Southern Europe, Spain
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Language: German
Published: Frankfurt am Main, Germany: Lang, 1994
ISBN: 978-3-631-47463-1 3-631-47463-6
Series: Heidelberger Studien zur Erziehungswissenschaft , 43
Article
The Reform of Secondary Education
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2
Date: 2011
Pages: 79–86
Educational change, Maria Montessori - Writings, Phoebe Child - Speeches, addresses, etc., Secondary education
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Abstract/Notes: This address was delivered to the Educational Committee of the Association of Head Mistresses on May 12, 1939 by Miss Phoebe Child on behalf of Dr Maria Montessori. Clearly written to be easily read aloud, to a small and knowledgeable audience, the speech centres on the functional independence of a farmstead, emphasizing the occupations leading to economic independence.
Language: English
ISSN: 1877-539X
Conference Paper
Montessori Education and Its Relevance to Educational Reform
Available from: ERIC
Montessori School/Public Schools: A Conference on the Future of Public Montessori Programs (New York, Oct 17-19, 1991)
Educational change, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: This article describes the general principles of the philosophy of Montessori education. The basis of Montessori education is a student-centered learning environment--one that includes provision for an inquisitive, cooperative, safe, and nurturing atmosphere for learning. Students' psychosocial needs must be addressed before their cognitive needs, so that students will enjoy learning and become life-long learners. Montessori education has developed two sets of practices with regard to teacher preparation and classroom environment that facilitate student-centered environments. Montessori teacher education programs focus on training teachers in observational skill and child development. Teachers are educated in developmental levels and in matching appropriate skills and activities to levels. Appropriate materials facilitate the development of physical, intellectual, and social independence. Characteristics of the Montessori classroom include: teachers who are educated in the Montessori method; partnership with the family; a multi-aged, multi-graded, heterogeneous grouping of students; a diverse set of Montessori materials, activities, and experiences; a schedule that allows time for problem solving; connections between knowing and creating; and a classroom atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development. The paper concludes with comments regarding the positive aspects of multi-age grouping.
Language: English
Published: New York City, NY: American Montessori Society, Oct 1991
Pages: 7 p.
Article
The Montessori System and Educational Reform in the Netherlands
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1979, no. 2/3
Date: 1979
Pages: 9–11
Conferences, Educational change, Europe, Holland, International Montessori Congress (19th, Amsterdam, Netherlands, 9-13 April 1979), Montessori method of education - Criticism, interpretation, etc., Netherlands, Western Europe
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Abstract/Notes: Delivered at the 19th International Montessori Congress, Amsterdam, 1979
Language: English
ISSN: 0519-0959
Article
A Complicated Reformer
Available from: The New York Review
Publication: The New York Review of Books, vol. 70, no. 4
Date: Mar 9, 2023
Pages: 29-31
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Abstract/Notes: Book review of "The Child is the Teacher: A Life of Maria Montessori" by Cristina De Stefano, translated from the Italian by Gregory Conti.
Language: English
ISSN: 0028-7504, 1944-7744
Article
The Montessori Contribution to Educational Reform: A Prologue
Publication: NAMTA Journal, vol. 16, no. 2
Date: Spring 1991
Pages: 1–12
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Multi-Cultural Perspectives and School Reform
Publication: NAMTA Journal, vol. 16, no. 2
Date: Spring 1991
Pages: 170–184
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991
Language: English
ISSN: 1522-9734
Article
Montessori and Assessment: Some Issues of Assessment and Curriculum Reform
Publication: NAMTA Journal, vol. 20, no. 2
Date: Spring 1995
Pages: 116-130
Assessment, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Interviewed eight teachers and principals at three Montessori magnet schools in Kansas City, Missouri, concerning their preparation for mandated state and federal standardized tests. The administrators and teachers generally expressed negative attitudes toward the testing, which ignores the ungraded, holistic, student-centered curriculum of the Montessori approach to education. (MDM)
Language: English
ISSN: 1522-9734
Article
Educational Reform: The Sixties and the Nineties
Publication: NAMTA Journal, vol. 16, no. 2
Date: Spring 1991
Pages: 14–27
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991
Language: English
ISSN: 1522-9734
Article
Whole Language: A Whole Educational Reform
Publication: NAMTA Journal, vol. 16, no. 2
Date: Spring 1991
Pages: 59–70
Educational change, Language acquisition, Language experience approach in education, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presented at NAMTA conference on educational reform, Washington, DC, February 28-March 3, 1991
Language: English
ISSN: 1522-9734