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Article
Learning to Read by the Montessori Method
Publication: Children's World (Children's Hospital Medical Center), vol. 19, no. 3
Date: 1989
Pages: 6-?
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Abstract/Notes: Reprint of an article from "The Montessori Magazine" titled, "Learning to Read by the Montessori Method" which was published as 2 articles - Sep 1947, and Jan 1947 issues.
Language: English
ISSN: 0895-2221
Article
Montessori and the Learning Disabled Child
Publication: Children's House: A Magazine Devoted to the Child and His Education at Home and in School, vol. 8, no. 1
Date: 1975
Pages: 6-11
Children with disabilities, Inclusive education, Learning disabilities
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Language: English
ISSN: 0009-4137
Article
A Brief Viewpoint and Some Suggestions Which in Conjunction with the General Montessori Approach Could Be an Approach for a Child's Learning Experiences in Religion upon the Celebration of a Religious Feast
Publication: Bulletin of the American Montessori Teachers
Date: Dec 1964
Pages: 3-4
Americas, North America, Religious education, United States of America
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Language: English
Article
A Brief Viewpoint and Some Suggestions Which in Conjunction with the General Montessori Approach Could Be an Approach for a Child's Learning Experiences in Religion Upon Celebration of a Religious Feast
Publication: Bulletin of the American Montessori Teachers
Date: 1964
Pages: 3-4
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Language: English
Article
Learning from the Child
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 7
Date: 1962
Pages: 38-46
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Language: English
ISSN: 0571-1142
Article
Classroom Community for Learning [Summary of presentation by Betty Litsey and Julie Carnes at 2000 summer conference]
Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 1
Date: 2000
Pages: 2–8
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Language: English
Master's Thesis (Action Research Report)
What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China?
Available from: St. Catherine University
Action research, Asia, China, Early childhood care and education, Early childhood education, East Asia, Montessori method of education
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Abstract/Notes: Under current circumstances, educational issues such as the achievement gap, non-cognitive development, Executive Function, and students with challenging behaviors impact day-to-day classroom practices and fundamentally reshape the results of education. The purpose of this research was to utilize the Montessori environment and principles, as well as the "normalization" approach developed by Dr. Maria Montessori, to help students with behavioral and learning challenges find the balance of their mental developmental processes and maximize their academic achievement at the same time. This action research conducted focused-group case studies of the Montessori Normalization process for children possessing behavioral and learning challenges at a preschool in rural China. The research applied pre-and post-assessment for the 3-6-year-old participants to investigate the evidence of improvement. The assessment utilized indicators based on symptom guidelines for ADHD, ASD, Learning disorders, and Learning Difficulties, published by the US Centers for Disease Control and Prevention (CDC). The study’s findings indicate that the Montessori-guided early childhood education intervention had helped students with behavioral and learning challenges, thereby providing an alternative solution for addressing the challenge of the development gap. This research also suggested that Montessori-based classrooms provide a positive, nurturing environment for gifted children with learning difficulties (exceptional learners) who confront challenges in a mainstream classroom.
Language: English
Published: St. Paul, Minnesota, 2022
Master's Thesis (Action Research Report)
Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students
Available from: St. Catherine University
Action research, Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
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Abstract/Notes: This seven-week study explored the impact of student-self assessment on learning and engagement behaviors of 48 sixth graders during math classes in a public school setting. Data collection tools such as student surveys, pre-and post -self-assessments, observations, reflections, and teacher- student conferencing provided the information to inform the conclusions regarding self-efficacy. Observation confirmed that a student’s participation in using self-evaluation to contribute to their learning affected internal processes such as motivation and engagement. Assessment activities that provided evidence and feedback to inform goals specific to skill development and learner traits yielded significant results. Highly structured assessment tools and classroom routines reduced students' reliance on the teacher to interpret and use individual performance data. The use of formative assessment practices that promoted goal setting, self-assessment and self-determination practices improved engagement and learning behaviors in the classroom.
Language: English
Published: St. Paul, Minnesota, 2022
Article
Learning to Observe
Publication: Montessori Life, vol. 8, no. 4
Date: 1996
Pages: 20–21
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Language: English
ISSN: 1054-0040
Article
Lunch and Learning
Publication: Tomorrow's Child, vol. 14, no. 3
Date: 2006
Pages: 23–25
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Language: English
ISSN: 1071-6246