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Article
Does Montessori Prepare Students for the Real World?
Publication: Tomorrow's Child, vol. 4, no. 2
Date: 1996
Pages: 5–7
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Language: English
ISSN: 1071-6246
Article
Montessori's Youngest Students: The Infant and Toddler Programs at The Montessori Center at Burke [Burke Rehabilitation Center, White Plains, NY]
Publication: Tomorrow's Child, vol. 5, no. 3
Date: 1997
Pages: 5–10
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Language: English
ISSN: 1071-6246
Article
Toddlers: Montessori's Youngest Students in School and at Home
Publication: Tomorrow's Child, vol. 7, no. 4
Date: 1999
Pages: 5–9
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Abstract/Notes: Excerpt from The Joyful Child (Michael Olaf's Essential Montessori for ages 0-3)
Language: English
ISSN: 1071-6246
Article
Building Community/Retaining Students: Ways to Build Community in Your School
Publication: Tomorrow's Child, vol. 8, no. 5
Date: 2000
Pages: 31–34
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Language: English
ISSN: 1071-6246
Article
Montessori Students Invited to Speak at the Montessori Foundation's 7th Annual International Conference: The Voices of the Children
Publication: Tomorrow's Child, vol. 11, no. 4
Date: 2003
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Learning Environments That Enhance Students’ Cognitive Functioning
Available from: Firenze University Press
Publication: Formare [Form@re], vol. 22, no. 1
Date: 2022
Pages: 322-339
Academic achievement, Classroom environments, Learning environments, Prepared environment
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Abstract/Notes: A general rethinking of the school system is underway. Today, the purpose of school is to prepare students for rapid change and the complexity of reality so that they are not overwhelmed. Executive cognitive functions have been shown to be fundamental to this purpose, specifically thoughtful planning of an idea, reflexivity, systematic approach to a task/problem, and the ability to stay focused. These are the skills that tomorrow's leaders will need (Diamond and Lee, 2011). But what theoretical and instructional models exist that aim to develop the cognitive skills necessary to succeed in school and in life? How and to what extent are the pedagogical principles of these models reflected in the organization of the physical learning space? This paper aims to trace some of the methods that promote the development of executive cognitive skills and examine how they organize the learning space. Ambienti di apprendimento che potenziano il funzionamento cognitivo degli studenti. È in atto un ripensamento generale del sistema scolastico. Oggi la finalità della scuola è di preparare gli studenti ai rapidi cambiamenti e alla complessità del reale in modo che non ne siano travolti. Fondamentali a questo scopo si sono rivelate le funzioni cognitive di tipo esecutivo, in particolare la pianificazione mentale di un’idea, la riflessività, la sistematicità nell’affrontare un compito/problema e la capacità di rimanere concentrati. Queste sono le competenze di cui avranno bisogno i leader di domani (Diamond & Lee, 2011). Ma quali sono i modelli teorici e didattici che si propongono di sviluppare le competenze cognitive necessarie per avere successo a scuola e nella vita? Come e in che misura i principi educativi di questi modelli si riflettono sull’organizzazione dello spazio fisico di apprendimento? Questo contributo si propone di ripercorrere alcuni tra i metodi che favoriscono lo sviluppo di competenze cognitive di tipo esecutivo e di indagare come organizzano lo spazio formativo.
Language: Italian
DOI: 10.36253/form-12606
ISSN: 1825-7321
Article
Conference of Montessori Students
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement (London, England)
Date: Jun 18, 1927
Pages: 282
England, Europe, Great Britain, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Northern Europe, Teacher training, United Kingdom
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Language: English
ISSN: 0040-7887
Article
Model of Teacher–Student Interaction Based on Students’ Uniqueness in Elementary School (Benchmarking to Sto. Rosario Montessori School Philippine)
Available from: Rumah Jurnal - Institut Agama Islam Negeri Kudus
, Mohamad Agung Rokhimawan (Author)Publication: Elementary: Islamic Teacher Journal, vol. 10, no. 1
Date: Jan-Jun 2022
Pages: 1-22
Asia, Australasia, Elementary education, Elementary schools, Elementary schools, Montessori schools, Philippines, Southeast Asia, Teacher-student relationships
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Abstract/Notes: The uniqueness of learning in elementary school Sto. Rosario Montessori School Philippines Using the k-12 curriculum, by imitating the United States model, namely the Cooperative Learning model and the Communicative Learning approach. The purpose of this study is to design a teacher-student interaction model for basic education in Indonesia. This model is designed with the benchmarking Sto. Rosario Montessori School, Philippines. This research approach uses a qualitative approach. With the research method of level 1 R&D studies. Then qualitative data processing and data analysis were carried out. Data analysis gives meaning to the data from observations, interviews, documentation, and literature studies that have been collected so that they get a very important meaning in a study. Analyzing qualitative data can be done by reducing data, displaying data, and data conclusions. The result of this research is the design of the teacher-student interaction model for elementary school students which contains the philosophy, concepts, mechanisms and general guidelines for the application of the model. The model in this study uses cooperative learning and communicative learning. (1) The philosophy of the model “students are unique creatures”; (2) The concept of the model: cases, individual conditions of students and solving cases faced by students; (3) The model mechanism: (a) Mapping of students’ conditions; (b) Teacher training on leadership patterns; (c) The teacher classifies the students’ condition; (d) implementation of teaching and learning; (4) General instructions for implementing the designed model.
Language: English
ISSN: 2503-0256, 2355-0155
Conference Paper
Effects of Intrinsic and Extrinsic Motivators on Reading Retention in Montessori and Traditional Students
Available from: AERA Online Paper Repository
American Educational Research Association Annual Meeting (2010, Denver, Colorado
Comparative education, Montessori method of education, Motivation (Psychology)
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Abstract/Notes: The current study addresses whether the type of motivator students receive while reading and the school program they attend influences reading retention. Fifth-graders were randomly assigned to read text passages within a context of either intrinsic (learn for fun) or extrinsic (learn to receive a prize) motivators. Retention of the text passage was measured immediately and after a one-week delay. Changes in story recall scores varied as a function of both program type (traditional vs. Montessori) and experimental motivator. Improvement in performance after delay was only evident for Montessori students provided with an intrinsic motivator. The results illuminate how the type of pedagogy and academic motivators a student has been exposed to influence how students approach learning.
Language: English
Published: Washington, D.C.: American Educational Research Association, 2010
Article
Comparison of Montessori & Non-Montessori Educated Students Higher Order Thinking Skills
Available from: International Journal of Development Research
Publication: International Journal of Development Research, vol. 13, no. 1
Date: Jan 2023
Pages: 61471-61475
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Abstract/Notes: It is essential to interpret information, determine its veracity, and assess its significance in today's society. Children need not acquire more information to be successful in the modern world; instead, they must develop higher-order thinking skills (HOTS). This study aims to establish whether or not children with a Montessori background have higher levels of HOTS than students with a non-Montessori background. The study analyzes data from a competency-based test in English, mathematics and science conducted for 78 fourth-grade students. It was discovered that the Montessori-educated children performed better in English and Science. Yet the difference in mathematics, where Montessori students scored higher, did not achieve much statistical significance.
Language: English
DOI: 10.37118/ijdr.26209.01.2023
ISSN: 2230-9926