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Book Section
Highland's "Early School" Curriculum
Available from: Taylor and Francis Online
Book Title: The Parent-Centered Early School: Highland Community School of Milwaukee
Pages: 143-165
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Abstract/Notes: Highland's Montessori curriculum spans six years, three years of preschool and the first three of elementary school. This curriculum functions as a coherent whole which builds and solidifies student understanding of the curriculum content. The first section describes the Montessori model and reviews relevant research on it. Classroom observations and teacher interviews flesh out descriptions of Highland's Children's House (3-6 years) and Junior Level (6-9 years). A following section highlights how Highland has augmented the Montessori model. Finally, Highland's curriculum is compared to contemporary national reform experiments, especially Howard Gardner's "school for understanding" and James Comer's "relationship building process" in schools.
Language: English
Published: New York: Routledge, 1997
Edition: 1st
ISBN: 978-1-315-05106-2
Series: Studies in Education and Culture , 10
Article
Proficiency Test Topics Integrated in the Montessori Elementary Curriculum
Publication: The National Montessori Reporter, vol. 22, no. 4
Date: 1998
Pages: 3-5
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Language: English
Article
A Curriculum for Peace
Publication: The National Montessori Reporter, vol. 22, no. 2
Date: 1998
Pages: 8–11
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Language: English
Article
Spanish Curriculum in the Montessori Classroom
Publication: The National Montessori Reporter, vol. 24, no. 1
Date: 2000
Pages: 18–22
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Language: English
Article
Adolescence: Montessori Middle School Curriculum, Experiences and Challenges (Part 1)
Publication: The National Montessori Reporter, vol. 25, no. 4
Date: 2001
Pages: 29–34
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Language: English
Article
Montessori Middle School Curriculum, Experiences, and Challenges (Part II)
Publication: The National Montessori Reporter, vol. 26, no. 1
Date: 2002
Pages: 26–31
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Language: English
Article
A Nutrition Education Program for Children–A Curriculum Overview
Publication: The National Montessori Reporter, vol. 26, no. 1
Date: 2002
Pages: 12–15
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Language: English
Book
Education and the Soul: Toward a Spiritual Curriculum
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Language: English
Published: Albany, New York: State University of New York Press, 2000
ISBN: 0-7914-4342-6 978-0-7914-4342-2 0-7914-4341-8 978-0-7914-4341-5
Book
Developing a Project Curriculum for Village Schools in India: A Suggestive Method of Procedure
Asia, Early childhood care and education, Early childhood education, India, Indigenous communities, Indigenous peoples, Rural education, South Asia
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Abstract/Notes: Specifically see section related to the work of Tagore and his school at Santiniketan which incorporates a Montessori-like method of education. Also published under the title, "New Schools for Young India: A Survey of Educational, Economic and Social Conditions in India with Special Reference to More Effective Education"
Language: English
Published: Chapel Hill, North Carolina: University of North Carolina Press, 1930
Master's Thesis
The Implementation of an Early Childhood Montessori Peace Curriculum to Mitigate Traumatic Events
Available from: MINDS@UW River Falls
Early childhood care and education, Montessori method of education, Peace education, Psychic trauma in children
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Abstract/Notes: This purpose of this action research project was created to study the effects of a peace curriculum and how it can help mitigate a pandemic or a traumatic societal event. The study took place in a public Montessori School located in the Midwest. There was a total of 15 children in the classroom that consisted of both pre-k and kindergarten aged children. This was a six- week study that included a peace curriculum, strategies, and tools for children to gain an understanding of peace and how it can be achieved during traumatic or stressful situations. The Peace Curriculum included discussions on natural disasters and our current COVID-19 virus as means to familiarize traumatic events and the use of coping strategies in promoting self-care. The children were provided with different group activities, strategies, and techniques to use, such as breathing techniques, visualization, yoga/movement, and discussions on peacemakers and how we all have the power to make a difference in the world and become global citizens. Quantitative and qualitative data collections were used to both determine their understanding of their emotions and develop ways to find their inner peace, peacemaking and peace keeping skills. The results showed that the children developed an awareness of others, their environment, and their abilities to be change agents and peacemakers. The outcome proved to have been effective providing children with an environment where they feel safe to share their thoughts and apply the strategies when coping with their own traumatic experiences.
Language: English
Published: River Falls, Wisconsin, 2021