Language: English

ISSN: 1054-0040

Language: Korean

ISSN: 1226-9417

Language: English

ISSN: 0956-1382

Abstract/Notes: Multiage education involves placing children of different ages, abilities, and emotional maturity in the same classroom. Research indicates that heterogeneous grouping promotes cognitive and social growth, reduces antisocial behavior, and facilitates the use of research-based, developmentally appropriate instructional practices. Because multiage education is unfamiliar to most citizens, it is crucial for these programs to garner parent and community support. This digest summarizes research findings on how schools can create support for multiage education. Topics include the importance of parent and community support, the ways in which multiage practices can be effectively communicated, the ways in which parents and the community can be involved, the obstacles that can hinder meaningful parent involvement, and the ways in which parents and community members can participate in decision making. (LMI)

Language: English

Language: English

Abstract/Notes: The recent fascination with economic success has permeated the educational milieu and has created a situation where product of the enterprise dominates process. A prominent result has been a standardization of educational practice as reflected in curriculum design and teaching methods. The central objective of this thesis is to show that while the nature and reliability of the teaching methods is critical, what is equally important for the efficiency of the educational process are the personal qualities, both moral and spiritual, of the student. In this regard, it is suggested that the Montessori model of pedagogy offers a fresh perspective through its recognition of the child's unique capacities and motivations. It is argued that the Montessori philosophy of education represents a well-balanced, child-centred learning tool which effectively avoids imposing an adult frame of reference on the child.

Language: English

Published: Burnaby, British Columbia, Canada, 2007

Language: English

Abstract/Notes: The publication of "Il metodo della pedagogica scientifica," by Dr. Maria Montessori, docent in the University of Rome, giving a full account of the inception and development of the system of education of which she is the author and the simultaneous translation of the work into English and German are events so unusual as to challenge attention. The explanation of this interest is found in the new conception of social life and its regenerative forces which is stirring throughout the world. Among these forces that of education has been exalted by both scientific investigators and sociologists to a supreme position; but the word "education" is used by them in a sense differing somewhat from the formal disciplines which it generally implies, a sense indicated by the qualifying term scientific. The present examination will be limited to methods that differentiate this system from others; in other words, to the methods of promoting functional activity or autoeducation under the essential condition of the liberty of the pupil. This limitation will exclude the emotional disgression, the general discussions, and the critical reflections which make up a large part of the volume and have value for their personal revelations. The passages cited from the original work are taken from the English version, which has been approved by the author. A bibliography is included. [Best copy available has been provided.]

Language: English

Published: Washington, D.C.: Government Printing Office, 1912

Series: United States Bureau of Education Bulletin , 17

Abstract/Notes: The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results. The study concluded that AMI trained Montessori teachers reflected a satisfactory degree of agreement with the recommended knowledge and attitudes (M = 4.25, SD =.31 and M = 4.50, SD =.34 respectively). Knowledge and attitude correlated (p $<$.01). Reasons for differences among teachers' knowledge and attitudes about guiding the process included using other aspects of Montessori theory, disagreement with Montessori, difficulty in carrying out the theory in practice, misinterpretations of scale items, and misunderstandings about Montessori's recommendations for guiding the process of normalization. Implications for children, teachers, parents, school administration, and teacher education included validation of teachers for the high level of consistency in their reflections on guiding the process of normalization. Recommendations for future research included developing a more complete theoretical understanding of the process of normalization, particularly the importance of respecting children's spans of concentration.

Language: English

Published: College Park, Maryland, 1994

Abstract/Notes: To help the child who learns differently, when the usual presentation is not helping a student, Montessori educators can use several techniques: * reduce the difficulty of an activity * use more tactile-kinesthetic input * create control charts * focus on the development of oral language * increase the structure for the child with impulse control difficulties, assuming the necessity to help the ADHD child to sustain attention, teaching how to make work choices and how to develop a cycle of work * combine Multisensory Structured Language techniques with Montessori Language presentations. Note: If the child is not holding the pitcher correctly, the lesson may have to become how to hold a pitcher and work up to pouring. * Dressing Frames: lesson reduced to a first presentation of untying, unbuttoning, unbuckling, etc., with each step presented in separate lessons working toward the final step of mastering the direct purpose of the lesson * Cutting bananas and bread before cutting more solid foods, like carrots * Attaching language to the name of the presentation and all of the materials used in the lesson that is at the level of the child's oral language development SENSORIAL: * Pink Tower: Reduce the number of cubes to use every other cube, beginning with the largest, thereby increasing the discrimination to a 2 cm difference. LANGUAGE: * Since oral language skills may be a weakness for many students with learning differences, it is usually necessary to add a program of oral language development assessment and instruction to enhance vocabulary and verbal expression. The MACAR Oral Language Development Manual is one such program (Pickering, 1976). * Written language, which includes reading, spelling, composition, and handwriting, requires the combination of Montessori language materials and the therapeutic techniques of a multisensory structured language (MSL) approach (e.g., Orton-Gillingham, Sequential English Education (SEE), Slingerland, Spalding, or Wilson Language). * Use additional phonological awareness shelf activities (pat out each sound in a word; place a small floral stone or disk on a picture card for each sound in a word). * Present the Sandpaper Letters in the sequence taught in the therapeutic program. * Use the decoding pattern of blending the beginning sound to the word family of short and long vowel word family words.

Language: English

ISSN: 1054-0040