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Article
L’invenzione linguistica alla scuola primaria: la didattica dell’italiano nell’esperienza montessoriana [Language Invention in Primary School: Teaching of Italian in a Montessori Experience]
Available from: Pensa Multimedia
Publication: Giornale Italiano della Ricerca Educativa / Italian Journal of Educational Research, vol. 10, no. Special Issue
Date: 2017
Pages: 75-88
Europe, Italy, Language acquisition, Montessori schools, Scuola Montessori Milano (Milan, Italy), Southern Europe
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Abstract/Notes: In this paper we will present certain aspects of teaching Italian in the experimental language laboratory of the Montessori School of Milan. The laboratory consists of a series of meetings between teachers and researchers, featuring lessons conducted in class by researchers with the aim of creating a secret language together, and eventually its imaginary world. Furthermore, the teaching methodology will be set out in a consistent methodological and psychopedagogical framework as a support for learning Italian as a first and as well as second language. In particular, language productions will be analysed from a sociocultural perspective by considering secret languages as new cultural artefacts that help develop socio-relational competence, that is both self-regulating and metacognitive.
Language: Italian
ISSN: 2038-9744
Article
Montessori Brings Calm to Second State Primary
Publication: The Times (London, England)
Date: Jan 8, 2007
Pages: 4
Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Northern Europe, United Kingdom
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Language: English
ISSN: 0140-0460
Article
Primary Notes
Available from: University of Wisconsin - Stevens Point
Publication: The Normal Pointer, vol. 20, no. 14
Date: Apr 30, 1915
Pages: 1
Adelia McAlpin Pyle - Biographic sources, Americas, Helen Parkhurst - Biographic sources, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), Maria Montessori - Biographic sources, Middle West Montessori Alumni Association, North America, United States of America
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Abstract/Notes: "In response to a telegram, Miss Parkhurst left Wednesday night for Chicago to meet Dr. Montessori, who was en route to Los Angeles, Cal. Where she is to conduct a training course. Miss Parkhurst in chairman, or the Middle West Montessori Alumni Association. The alumni gathered at the Black Stone Hotel and gave a tea in the Parlor Room in honor of Dr. Montessori. After the tea Dr. Montessori gave a short lecture to the girls concerning certain principles of the method. She then left on the West bound train, accompanied by Miss Adelia McAlpin Pyle of New York, and her son Mario. Dr. Montessori is well known in educational circles throughout the world. She leads in the education of the little child. A very interesting and successful Montessori class is being carried on at the Normal under Miss Parkhurst's direction. The Montessori course in California covers nine months. No one is admitted unless he is a High School graduate, with two additional years of Normal or University Work. A short preliminary course will be given during the summer months."
Language: English
Article
Lamination Study: Vocabulary Cards in the Montessori Primary Classroom
Available from: ISSUU
Publication: Montessori Leadership, vol. 15, no. 1
Date: 2013
Pages: 22-24
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Language: English
Article
Montessori Foundation Research Initiative: Summary Statement
Available from: ISSUU
Publication: Montessori Leadership, vol. 16, no. 2
Date: 2014
Pages: 13-14
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Language: English
Article
The Development of Teaching Module for Students’ Reading Difficulty at Primary School
Available from: Bulletin of Science Education
Publication: Bulletin of Science Education, vol. 4, no. 1
Date: 2024
Pages: 209-226
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Abstract/Notes: The aim of this research developed Teaching Module for students’ Reading Difficulty at Primary School. This research uses the Borg and Gall development procedure which has been simplified into 4 stages, namely (1) research and data collection, (2) planning, (3) module development, (4) validation and testing. The research subjects were students who had difficulty learning to read at the beginning of grade I elementary school. Data collection techniques use observation, reading ability tests, product validation questionnaires by experts. The steps used in this research and development are (1) research and gathering initial information; (2) planning; (3) product format development; (4) small scale trials; (5) final revision and product improvement. Module validation is carried out by media expert validators, material experts and class teachers. The score from the media expert validator got a percentage of 96%, the score from the media expert validator got a percentage of 96%, the class teacher got a percentage of 100%. Thus, all validation results are classified in the "very feasible" category. Based on research on the quality of learning media, learning modules without spelling using the Montessori method have been made feasible and practical for use in teaching and learning reading activities at MIS Nurul Falah Kemuning.
Language: English
ISSN: 2774-4299
Article
The Slow Movement: A Need for a Holistic Approach in Primary Education
Available from: Research Gate
Publication: International Montessori Institute Working Paper Series, no. 2022-4
Date: 2024
Pages: 46-52
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Language: English
Article
Discovering the Montessori Approach: Improving Equity in Mainstream Primary Schools
Available from: Research Gate
Publication: International Montessori Institute Working Paper Series, no. 2022-4
Date: 2024
Pages: 53-58
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Language: English
Article
Methodology of Primary Education and Its Current Status
Available from: GRN Journals Inc.
Publication: American Journal of Science on Integration and Human Development, vol. 2, no. 2
Date: 2024
Pages: 87-89
Comparative education, Montessori method of education - Criticism, interpretation, etc., Primary education
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Abstract/Notes: Primary education serves as the cornerstone for lifelong learning and development, laying the foundation for academic achievement, socialization, and critical thinking skills. Over the years, primary education methodologies have evolved in response to changing educational philosophies, cultural shifts, technological advancements, and research findings on effective teaching practices. This article provides a comprehensive review of the evolution of primary education methodologies, examining key approaches, their theoretical underpinnings, current status, and future trends. Traditional teacher-centered approaches, progressive child-centered methodologies, Montessori methods, constructivism, technology-integrated learning, and inquiry-based learning are explored in depth, highlighting their respective contributions to enhancing student engagement, fostering critical thinking skills, and promoting personalized learning experiences. Drawing on a synthesis of literature from educational psychology, pedagogy, and curriculum development, this article offers insights into the complex landscape of primary education methodologies and provides valuable considerations for educators, policymakers, and researchers striving to optimize teaching and learning outcomes in primary education settings.
Language: English
ISSN: 2993-2750
Article
Montessori nella scuola primaria italiana oggi: Alcune questioni sollevate da un’indagine empirica / Montessori in Italian primary schools today: Some issues raised by an empirical study
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 18, no. 3
Date: 2023
Pages: 43-57
Europe, Italy, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Southern Europe
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Abstract/Notes: This study aims to contribute to the evaluation of Montessori education in Italian primary schools, examining a) its impact on academic and socio-affective outcomes; b) teacher profiles and the fidelity of their implementation. The results show that Montessori students, depending on grade and cohort, achieve similar or significantly higher scores than other students. Additionally, in some cases the distributions of math scores have a significantly higher standard deviation. Regarding socio-affective characteristics, Montessori students score significantly higher on the empathy scale. These results, combined with the fact that only half of Montessori teachers have a more orthodox profile, highlight how the Montessori model conflicts with some features of the Italian primary school system. This raises some questions concerning evaluation, limits to children’s freedom of choice and movement, individualization, organization of work time, and multi-age classrooms.
Language: Italian
DOI: 10.6092/issn.1970-2221/16663
ISSN: 1970-2221