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Article
Primary 6-12 Refresher Course
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 6
Date: Jun 2001
Pages: 5–6
Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Teacher training
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Abstract/Notes: Summary of presentations by Greg MacDonald.
Language: English
Article
Cornerstones of Character for the Primary [6-12] Child
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 15
Date: Nov 2006
Pages: 10–11
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Language: English
Patent
Moyen d'instruction primaire [Primary medium of instruction]
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Abstract/Notes: The object of the present invention is a primary means of instruction consisting of semi-plastic and variably colored representations of the teaching objects.
Language: French
Date of issue: 1909-11-25
Article
Comparison of the Results of Didactic Tests of Fifth Graders on the Basis of Gender and the Proclaimed Curriculum at Primary School
Available from: Univerzita Karlova - Pedagogicka Fakulta / Charles University - Faculty of Education
Publication: Project-Based Education and Other Activating Strategies in Science Education (PBE), vol. 2021
Date: 2021
Pages: 126-133
Comparative education, Elementary education, Elementary school students, Montessori method of education - Evaluation, Primary education, Primary school students, School children
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Abstract/Notes: The presented study deals with the issue of comparing achievement in didactic tests in mathematics between boys and girls in the context of preferred teaching management strategies. The research sample consisted of a total of 1133 respondents (Montessori - 73; Hejný - 332, ordinary primary school - 510; Dalton - 218). It turns out that statistically significant differences between boys and girls are only in an ordinary primary school and at a one percent level of significance (p < .01; d = .297). Examining the differences across these areas, especially for boys and girls, shows that both boys (p = .030) and girls (p = .053) may differ in achievement depending on the type of school they attend. / This work was presented at the PBE 2021 Conference.
Language: English
ISSN: 2695-0626
Doctoral Dissertation
Gender and Interactions of Children During Free Play in a Montessori Preprimary Classroom
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this study was to add to the existing knowledge concerning interactions in preprimary settings, especially Montessori settings, based on gender. It investigated the play behaviors of boys and girls within the Montessori classroom and interactions among children and their playmates and adults during free play. This case study was based on quantitative and descriptive data. Time sampling was used to collect data on the interactions of boys and girls within the Montessori free play context. Note was made of the areas in which children played, the materials they used, and their play behaviors. Running records were used to gather information on the interactions between children and their playmates, and adults in the classroom. The gender groupings of children approached for play and behaviors with chosen playmates were noted. The number of interactions with adults, whether children or adults initiated those interactions and the behaviors of children during interactions with adults were recorded and analyzed. Findings of this study suggest that, within the Montessori classroom observed there were both similarities and differences in the free play behaviors of preprimary girls and boys. However, there were many individual differences among boys and among girls. As a result, it was sometimes impossible to make generalizations concerning the gender typing of behaviors.
Language: English
Published: Flagstaff, Arizona, 1999
Doctoral Dissertation
Comparison of the Academic Achievement of Primary School Students in Multiage and Traditional Classrooms
Available from: East Tennessee State University
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Abstract/Notes: The purpose of this study was to ascertain whether students in a kindergarten/first-grade multiage class achieve at a different level than students enrolled in a traditional kindergarten or first-grade class in a selected primary school in East Tennessee. The question of the interaction between gender and type of instruction was also analyzed. The causal comparative quantitative research method was used to analyze data differentiating between students enrolled in multiage and traditional classes, retrospectively. A t-test was used to determine the level of performance the students demonstrated on the BRIGANCE K Screen at the beginning of the study. The number of mastered first-grade reading skills and mathematics skills, the score on the system-wide first-grade reading test and mathematics test, and gender interaction with type of instruction in each area were analyzed using ANCOVAs. Statistically significant results (pBRIGANCE 1 Screen(ANCOVA). In 1998, the combined males scored significantly higher than the combined females. In 1999, multiage males had significantly higher means than traditional males. ANCOVA results showed statistically significant difference in the number of mastered reading skills of the multiage students in 1998 as well as with the combination of all three years. The multiage mean was the higher of the two groups all three years. For the number of mastered mathematics skills, ANCOVA results showed a statistically significant difference in 1999 with the multiage scores higher than the traditional group. ANCOVA results showed no significant difference between the groups on the standardized reading and mathematics tests analyzed. Findings indicate that kindergarten students may benefit from kindergarten classes in a multiage setting, and that first-grade students may benefit from multiage settings in mastering skills in reading and mathematics but that benefit is not necessarily demonstrated by standardized test scores.
Language: English
Published: Johnson City, Tennessee, 2001
Master's Thesis
Research and Resources for the Primary Grades in a Montessori Classroom
Available from: ProQuest - Dissertations and Theses
Classroom environments, Elementary education, Learning environments, Montessori method of education, Primary education, Reading
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Abstract/Notes: Maria Montessori and Lev Vygotsky believed that children learn best through having personal experiences and social interactions with the people and the environment around them (Lawrence & Snow, 2011; Montessori, 1995; Vygotsky, 1978). Students lose important general classroom instructional time and learning opportunities when they are pulled out to receive reading intervention lessons. When teachers collaborate and approach reading intervention in a connected way, while providing explicit instruction to the students, learning is capitalized. Grounded in the Sociocultural theory, this study and project aimed to address the learning needs of students who struggle with reading in the primary grades of the general education classroom. Anchored in culturally responsive teaching techniques, the research in this project highlight ways teachers are able to respect the diverse student populations housed in American classrooms in respectful and motivating ways. The methods used in this study was in the form of qualitative and quantitative research through conducting surveys. Survey participants were Lead Teachers, Teacher Assistants, and Reading Specialists in a Montessori Setting. The results of the feedback received from the surveys tailored the handbook of resources that will help meet the reading needs for students who struggle with learning how to read. Additionally, this study provides recommendations in addressing reading motivation and identifying the responsibilities of literacy professionals at the school and network level that are rooted in International Literacy Association Standards.
Language: English
Published: Sacramento, California, 2022
Article
Franse les op de lagere school [French in primary school]
Publication: Montessori Opvoeding, no. 3
Date: 1962
Pages: 14-15
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Language: Dutch
Article
Frans op de lagere school [French in primary school]
Publication: Montessori Opvoeding, no. 3
Date: 1962
Pages: 21-23
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Language: Dutch
Article
Frans op de lagere Montessori-school [French at primary Montessori school]
Publication: Montessori Opvoeding, no. 3
Date: 1962
Pages: 16-18
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Language: Dutch