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979 results

Article

Sarah's Environment: Designing a Montessori Infant Environment at Home

Publication: Tomorrow's Child, vol. 5, no. 3

Pages: 11–13

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Language: English

ISSN: 1071-6246

Article

Can the Physical Environment Have an Impact on the Learning Environment?

Available from: OECD Library

Publication: CELE Exchange, Centre for Effective Learning Environments, no. 2010/13

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Abstract/Notes: How can designers create more innovative and sustainable learning environments? This paper argues in favour of challenging best practice” generally accepted by the architectural profession by embracing a responsive design approach. Such an approach accepts that the environment shapes the learner, and that learners influence their environment... [Also available in French]

Language: English

DOI: 10.1787/5km4g21wpwr1-en

Article

子どものための物理的環境とは何か [What Is a Child-Friendly Educational Environment?: A Lesson from the Children's Houses of Maria Montessori]

Available from: J-Stage

Publication: Journal of Human Environmental Studies, vol. 13, no. 1

Pages: 21-36

Classroom environment, Montessori method of education, Montessori schools, Prepared environment

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Abstract/Notes: This study aims to specify the essential nature of a child-friendly educational environment through an analysis of the Children's Houses for 3- to 6-year-old children planned by Maria Montessori whose philosophy and method have spread all over the world. Based on her theory of how children grow and develop, Montessori designed an educational method along with a unique physical environment in which to put it into practice. In the present study, an intensive content analysis of 12 Montessori's books, consisting of her own writings and dictations of her own lectures, was conducted and revealed: (1) Montessori's grand theory of child development governed her educational method and its physical environment which was essentially planned to evoke and support children's competence and autonomy, (2) The 8 properties of the physical environment, which were indispensable to the education of young children, were identified, e.g., the environment must (a) be attuned to children's body size and their physical and cognitive abilities; (b) be responsive to children's behavior; and (c) activate children's spontaneous activities, (3) These properties were surely embodied in the physical environment in all of the Montessori Children's Houses. What we can learn from Montessori, now and for the future, is discussed.

Language: Japanese

DOI: 10.4189/shes.13.21

ISSN: 1883-7611, 1348-5253

Master's Thesis

Mississippi River Program: A Mixed-Method Examination of the Effects of a Place-Based Curriculum on the Environmental Knowledge and Awareness of Montessori Adolescents

Available from: ProQuest Dissertations and Theses

Comparative education, Mississippi River Program, Sustainability

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Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.

Language: English

Published: Mankato, Minnesota, 2006

Article

The Montessori Classroom: A "Diagnostic Environment"

Publication: American Montessori Society Bulletin, vol. 3, no. 1

Pages: 1-4

Classroom environment, Montessori method of education, Montessori schools, ⛔ No DOI found

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Language: English

ISSN: 0277-9064

Report

Effects of the Multiage Classroom on Children

Available from: ERIC

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Abstract/Notes: This study examined the impact of the multiage classroom on second, third, and fourth graders in an Elkhart, Indiana elementary school. One classroom from each grade participated in the multiage classroom. The classroom of 70 students was combined for at least 1 afternoon per week during the 1995-96 school year. During February, the classroom was combined for four afternoons per week. Results indicated that students in the multiage group had better attendance than the general school population. To determine the effects of the multiage classroom on social skills, the teachers maintained a journal on six students who had not shown appropriate social behaviors in the regular classroom. A point system was implemented in which these students were rewarded with points for three desirable social skills. Four of the six target students demonstrated appropriate social skills during the time observed. Parents' responses to surveys suggested that the parents accepted the program and had a positive attitude toward it. At the beginning and end of the study period, children were surveyed orally on their attitudes to the multiage classroom. Results were mixed with regard to whether they liked to be in a multiage class. Sociometric techniques revealed that, across the time of the study, second and third graders' willingness to work with children of other ages increased, and the fourth graders' willingness declined. Appendixes contain the parent and student surveys. (KDFB)

Language: English

Published: Elkhart, Indiana, Apr 24, 1996

Conference Paper

Strategies for Developing Multi-Age Classrooms

Available from: ERIC

Annual Convention of the National Association of Elementary School Principals Association (Orlando, FL, March 4-9, 1994)

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Abstract/Notes: This paper traces the development of graded and non-graded classrooms in the United States in the 19th and 20th centuries and describes the implementation of multiage classrooms at an elementary school in Hopedale, Massachusetts. After defining what is meant by multiage classrooms, the paper discusses the role of Horace Mann, who was then a secretary for the Massachusetts Board of Education, in implementing the first graded classrooms in the United States in the 1840s. It also reviews early criticisms of graded education, especially those voiced by John Dewey, who felt that graded classrooms were too confining and machine-like. The paper then addresses the influences on the move back to nongraded or multiage classrooms in the late 20th century, reviews recent research on multiage instruction, and presents the educational benefits of multiage classrooms. Finally, the personal experiences of an elementary school principal responsible for the implementation of multiage classrooms at

Language: English

Holistic Reading in a Montessori Classroom: An Examination of the Reading Miscues and Perceived Strategies of Children Who Have Completed One Year in a Montessori Elementary Classroom

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Language: English

Published: Chicago, Illinois, 1992

Article

How the Montessori Upper Elementary and Adolescent Environment Naturally Integrates Science, Mathematics, Technology, and the Environment

Available from: ERIC

Publication: NAMTA Journal, vol. 41, no. 2

Pages: 83-97

Upper elementary

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Abstract/Notes: John McNamara shares his wisdom and humbly credits Camillo Grazzini, Jenny Höglund, and David Kahn for his growth in Montessori. Recognizing more than what he has learned from his mentors, he shares the lessons he has learned from his students themselves. Math, science, history, and language are so integrated in the curriculum that students comment they don't even think whether they are doing science or math. A schedule that allows time for students to follow a query to a conclusion is vital to the kinds of discoveries John's students make, such as a shortcut for multiplying binomials or reconfiguring cubing materials that made even John marvel at student independence and innovation. A bibliography is included. [This paper was presented at the NAMTA conference titled "A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment" in Portland, OR, Mar 31-Apr 3, 2016.]

Language: English

ISSN: 1522-9734

Master's Thesis

The Activity Preferences of Pre-School Children Exposed to an Environment Based on Montessorian Principles

Available from: University of the Orange Free State - Institutional Repository

Africa, Early childhood care and education, Early childhood education, Preschool children, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: The initial purpose of the study was twofold: to assess the possibility of establishing a Montessori environment without formal training, and to determine the extent to which this was successful. The literature study undertaken investigated Montessori from a historical perspective, before detailing the elements of the theory necessary for establishment of a research environment. The positive value of Montessorianism was shown indisputably by an indepth investigation of the opportunities for fulfilling developmental tasks offered by the Montessori environment. The relationship between the theories of Montessori and Piaget was investigated. Extensive agreement as well as areas of disagreement were discovered, the latter mainly due to Piaget's epistemological approach as opposed to Montessori's concern with the needs for development. The research evaluation showed general positive effects of exposure to a Montessori environment. Results were however difficult to interpret due to differences and weaknesses in methodology. In the context of the nature of Montessorianism, an evaluation of process (the HOW of development as addressed by Montessori) is suggested in preference to the nomal product evaluation provided by purely testing procedures. A Montessori environment was established after careful consideration of the works of Maria Montessori. Construction of apparatus was undertaken. Children and facilitators were recruited on a voluntary basis. A total of 27 children were obtained. Two mature facilitators oversaw the running of the group. After a period of 6 months, allowed for settling in, naturalistic observation was begun. Observation was done by classification of the use of specific apparatus into broad activity categories. The proportion time each child engaged in a particular activity category was recorded. This data was summarized and analysed in order to investigate trends in development. The raw data was used for hypothesis testing. Four hypotheses were tested: a sensitive period for motor refinement was not confirmed using the Mann-Whitney U test; a sensitivity for pre-academic activities was confirmed, also using the Mann-Whitney U test; and a preference for functional play over fantasy play in the pre-school period was confirmed, using the parametric t-test. The fourth hypothesis, based on test data delivered by the Griffiths Developmental Scales affirmed the general facilitative effects of the research environment. The sign test was used. The presence of sensitive periods was taken as a sufficient indication that the research environment was "Montessorian", established and run without formal training. The test results proved the facilitativeness of the experience, further supporting the possibility of running a Montessori school without the expense of training. By way of conclusion it was suggested that further research be undertaken to establish the visibility of Montessori in the broader South African context, given the proof that the elitism engendered by expensive training and administration procedures of this approach is not warranted. Given also its benefits, proven elsewhere, the present study is considered a pilot study to further research on this subject in the wider cultural and ethnic conditions.

Language: English

Published: Bloemfontein, South Africa, 1987

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