Abstract/Notes: Includes selected excerpts from the English translation of the Italian text "Educazione e pace" [Education and Peace] (by Maria Montessori) published by the Theosophical Society in India in 1943.

Language: English

Published: Altoona, Pennsylvania: Parent Child Press, 1989

ISBN: 0-939195-02-X 978-0-939195-02-2

Abstract/Notes: School histories

Language: English

ISSN: 1470-8647

Abstract/Notes: This action research study aimed to analyze the impact of direct social-emotional lessons on students' emotional intelligence in a Montessori upper elementary classroom. This study explored the impact of combining social-emotional vocabulary with social-emotional learning (SEL) skill development. The study used quantitative and qualitative data, including pre- and post-assessments, follow-up work, observation logs, and SEL elements added to the students’ weekly work plans. SEL curriculum materials and follow-up work were created for this study following the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework and their SAFE acronym: sequenced, active, focused, and explicit. The data showed that teaching SEL vocabulary and the five competencies’ qualities positively impacted student understanding and SEL skill development. Based on these results, Montessori teachers could positively impact students' emotional intelligence, normalization in the classroom, and overall student well-being by integrating SEL lessons into the cosmic curriculum.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: Includes mention and details related to the Montessori system demonstration at the Bombay Great Welfare Exhibition.

Language: English

Abstract/Notes: Letter to the Editor

Language: English

ISSN: 0040-7887

Language: English

ISSN: 0519-0959

Abstract/Notes: This paper, part of a long term study, reports the effect of a modified Montessori preschool experience on cognitive development, school-related behaviors, and social interactions and perceptions of disadvantaged children. Each of thirty-five disadvantaged Negro children (31 in nursery classes and 4 in elementary classes) was pair-matched with a middle class child. In the disadvantaged group, 17 children were attending nursery classes for the first time. Pre- and posttests were made of cognitive ability, on the Stanford-Binet, Piaget tests of length conservation, and sociometric features. Also, children were rated by testers on performance and by teachers rated classroom behaviors. Data from previous years on some of the children were used in reference to long term change. Part I (nursery school) test results show that neither first nor second-year children significantly increased their I.Q. scores. Both disadvantaged and middle class children scored similarly on task orientation. Middle class children showed more friendship choices forming across social-class lines. Part II (elementary school) results present limited support for the theory that children who continue in Montessori, rather than public, school will show better school achievement. Data included school records of more than 30 children. A future study will investigate diffusion effects on mothers and younger siblings, and testing with measures more directly relevant to Montessori curriculum. (NH)

Language: English

Published: Washington, D.C., Aug 31, 1969

Language: English

Language: English

Language: English