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979 results

Conference Paper

Foreign Language Instruction Within a Montessori Environment

Available from: ERIC

Annual Meeting of the American Council on the Teaching of Foreign Languages (20th, Dallas, Texas, November 21-23, 1986)

Classroom environment, Curriculum Design

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Abstract/Notes: A French language program used in a Montessori school with children in preschool through junior high grades is described. The program provides language instruction in the classroom by a French specialist as well as separate French classes, a compromise between immersion and the Montessori methodology. The children are able to work independently with French-related materials in their own classrooms at any time, and individual help is also available. French instruction begins when children enter the school at age two and a half and establishes vocabulary and language interest at an early age. The curriculum is participatory and includes grammar instruction. At the junior high school level, students enter either an accelerated French program, grammar-intensive and writing-oriented, or an advanced beginning level focusing on grammar basics and spelling. Special student projects also allow language learning to be expanded beyond the classroom. A curriculum outline and list of expectations is appended. (MSE)

Language: English

Pages: 16

Article

Into the City: Near North Montessori School and the Uses of Environment

Available from: ERIC

Publication: NAMTA Journal, vol. 39, no. 1

Pages: 113-127

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Abstract/Notes: Rick Mosher's coining of the word "Urbkinder" reminds us that the city provides a broad environment for learning with key experiences being defined by the student's choice of in-depth involvement. Quoting John Long, these city experiences are real, engaging, connected to thought, allow for personal reflection, and rely on the teaching moment. Rick Mosher feels that the urban experience should be clearly differentiated from that of the work on the land, but his characterization of the needs and tendencies of adolescents shows little difference from unfolding development on the farm. [This talk was presented at the NAMTA conference titled "Montessori: Engaging the Human Personality," Fort Worth, TX, February 29, 2012.]

Language: English

ISSN: 1522-9734

Article

Children's Participation: Involving Young Citizens in Community Development and Environmental Care

Publication: NAMTA Journal, vol. 24, no. 1

Pages: 182-206

⛔ No DOI found

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Abstract/Notes: Argues the need for children to have contact with the natural world and a role in the preservation of the environment. Explains that children's roles in sustainable development can occur only when adults allow children to act independently. Outlines problems with current ways of involving children in environmental movements. (JS)

Language: English

ISSN: 1522-9734

Report

Meeting Students' Needs in the Multiage Group Environment. E.S.E.A. Title IV-C. Final Evaluation Report, 1979-1980.

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Abstract/Notes: The purpose of the Meeting Students' Needs in the Multiage Group Environment (MSN) program was to provide an instructional system to meet the needs of elementary school students of differing achievement, age, and grade level who are in the same classroom. The program, for kindergarten through grade six, was characterized by an innovative management system, a procedure for continuous assessment of educational needs and achievement, an emphasis on the development of independent behavior, and the encouragement of parent and community involvement. MSN was evaluated through a procedure that called for the comparison of intended outcomes to actual outcomes. Findings from standardized tests of achievement indicated that students in grades one through four increased their percentile ranks in reading or mathematics or both. Similar gains were not observed for grades five and six. Two project-designed instruments developed to measure independence, self-reliance, and responsibility did not

Language: English

Published: Washington, D.C., Feb 1981

Book

Early Childhood Bilingualism in the Montessori Children's House: Guessable Context and the Planned Environment

Available from: ERIC

Bilingual education, Bilingualism, Language experience approach in education

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Abstract/Notes: The language immersion approach of the Intercultural Montessori School (Oak Park, Illinois) for children aged 2-6 years is described and discussed. An introductory section gives background information on early work with immersion by Maria Montessori, a personal experience leading to the school's establishment, and the response of language and education professionals, the public, and parents to the concept of preschool immersion. Subsequent sections discuss common patterns in the students' language learning experience at the school and the developmental stages the learners went through as the experiment progressed: pre-production; early production; speech emergence; and intermediate fluency. Anecdotal information about specific students and events are used for illustration. Observations about comprehensible input and the Montessori manipulables, whole language, and other instructional strategies are included. Specific recommendations are made for content and classroom procedures in early childhood immersion, based on this experience. The paper concludes with reflections on the potential of this environment for development of bilingualism.

Language: English

Published: Oak Park, Illinois: InterCultura Montessori School, 1997

Article

The Prepared Environment

Publication: NAMTA Journal, vol. 26, no. 3

Pages: 453-467

⛔ No DOI found

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Abstract/Notes: Uses Havighurst's 11 developmental tasks for normal adolescence as a basis for a discussion of the prepared environment for the adolescent; tasks include adjusting to a new physical self and intellectual abilities, establishing adult vocational goals, and establishing emotional and psychological independence from parents. Considers the needs and challenges for Montessori educational environments in urban and rural locations. (Author/KB)

Language: English

ISSN: 1522-9734

Article

School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

Available from: Asian Institute of Research

Publication: Education Quarterly Reviews, vol. 4, no. 3

Pages: 243-251

Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

Language: English

DOI: 10.31014/aior.1993.04.03.335

ISSN: 2621-5799, 2657-215X

Article

The 'Other' Prepared Environment

Available from: ProQuest

Publication: Montessori Life, vol. 33, no. 2

Pages: 24-29

⛔ No DOI found

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Abstract/Notes: [...]this past year has offered Montessori educators the chance to really think deeply about aspects of the learning experience. When it came down to it, I decided it didn't matter whether a child had done all the Constructive Triangle boxes, could sew a beanbag, was spelling phonetically with the Movable Alphabet, had made a punch-out map of South America, or was using the bank and place value cards to do four-digit addition with regrouping. [...]if the majority of children are spending a significant portion of their time tending to the fine details in their observations and in their work, the environment is probably prepared. 3. In terms of taking steps toward lifelong learning and a healthy sense of self, there

Language: English

ISSN: 1054-0040

Book

Ecosostenibilità in Maria Montessori. Nella didattica, nell'ambiente, nelle architetture [Eco-sustainability in Maria Montessori. In teaching, in the environment, in architecture]

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Abstract/Notes: In questo libro si sottolinea come i fondamenti del Metodo Montessori ricolleghino il bambino alla natura attraverso pratiche educativo-didattiche, ambienti e architetture a questo scopo dedicate. Una chiave, questa, per entrare nel mondo montessoriano più evoluto all'insegna di Ecologia, Ecosostenibilità, Biofilia, Energie alternative, dove il contenuto, il contenitore e quel che lo circonda devono essere in totale sintonia con l'ambiente. Colloquio esclusivo, tra gli altri, con l'archistar olandese Herman Hertzberger, autore - insieme all'architetto italiano Marco Scarpinato - del progetto di una scuola romana unica al mondo. [This book underlines how the foundations of the Montessori Method reconnect the child to nature through educational-didactic practices, environments and architectures dedicated to this purpose. This is a key to entering the most advanced Montessori world under the banner of Ecology, Eco-sustainability, Biophilia, Alternative Energy, where the content, the container and what surrounds it must be in total harmony with the environment. Exclusive conversation, among others, with the Dutch archistar Herman Hertzberger, author - together with the Italian architect Marco Scarpinato - of the project for a unique Roman school in the world.]

Language: Italian

Published: Roma: Fefè Editore, 2021

ISBN: 978-88-949472-9-8

Series: Pagine vere , 49

Article

The Effects of Environment on Children's Executive Function: A Study of Three Private Schools

Available from: Taylor and Francis Online

Publication: Journal of Research in Childhood Education, vol. 26, no. 4

Pages: 418-426

Americas, Executive function, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, North America, United States of America

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Abstract/Notes: The purpose of this study was to examine the executive function of 4th- to 6th-grade students in three distinctively different private school environments: a Montessori school, a classical school, and a Catholic school. Using the Behavior Rating Inventory of Executive Function, parent-teacher dyads rated the executive function of 112 students. Results indicated differences in executive function ratings according to school environment, as well as by the source of the rating, with parents tending to rate their children higher as compared to the teacher ratings.

Language: English

DOI: 10.1080/02568543.2012.711431

ISSN: 0256-8543, 2150-2641

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