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Article
Opening of the 52nd Montessori International Course in Child Development and Education
Publication: The Bulletin (English Montessori Society), vol. 4, no. 38
Date: 1966
Pages: 7
Conferences, Muriel I. Dwyer - Writings, Trainings
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Language: English
Article
Entwicklung der Sprache und sprachliche Erziehung [Language development and linguistic education]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 38, no. 1-2
Date: 2000
Pages: 28-41
Children - Language, Language acquisition, Montessori method of education
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Language: German
ISSN: 0944-2537
Article
Persönlichkeitsbildung und Jahrgangsmischung [Personality development and mixed-age groups]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 37, no. 1
Date: 1999
Pages: 5-19
Nongraded schools, Personality development
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Language: German
ISSN: 0944-2537
Doctoral Dissertation (Ph.D.)
Development of the Early Childhood Curricular Beliefs Inventory: An Instrument to Identify Preservice Teachers' Early Childhood Curricular Orientation
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. The aim of this study was to develop and field test an instrument that provides an efficient and scholarly tool for exploring curricular beliefs of preservice teachers in the area of early childhood education. The Early Childhood Curricular Beliefs Inventory (ECCBI) was developed through procedures that evaluated the content validity of identified statements, explored the criterion and construct validity, and assessed the internal reliability of the instrument. Through a literature review, four predominant approaches to early childhood education (Developmental Interaction, Cognitive Developmental, Behavioral, and Sensory Cognitive) and four associated models of implementation were identified (Developmental Interaction, HighScope, Direct Instruction, and Montessori). Six areas, in which each of the above differed, were identified: the view of the child, role of the teacher, resources utilized, curricular emphasis, assessment methodology, and characteristics of the learning environment. A panel of experts classified and sorted a total of 182 statements, and 72 items were subsequently organized into an instrument consisting of four subtests corresponding to the identified curricular models. Scoring of the instrument included recording Likert-scale responses for each statement to a score key divided into four sections, or subtests, representing each curricular model. Scores for each section were added and compared. The subtest with the lowest score was deemed most representative of a respondent's curricular beliefs. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument. Data gathered through field testing of the instrument with practitioners were used to explore further content validity through a factor analysis, criterion validity, and construct validity. Results of a second field test of preservice teachers and the results of the first field test (practitioners) were used to assess internal consistency reliability. Analyses appeared to support content, criterion, and construct validity as well as reliability of the 72-item ECCBI. In an effort to reduce the length of the instrument and to make it less cumbersome, results of the factor analysis were used to create a 24-item shortened version of the ECCBI. Six items representing each of the four subtests having the strongest factor loadings were identified as appropriate statements and were then organized into an alternative instrument.
Language: English
Published: Tallahassee, Florida, 2004
Article
2006 Professional Development
Publication: AMI/USA News, vol. 18, no. 2
Date: May 2005
Pages: 4
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Language: English
Article
Developmental Outcomes: Montessori's Futuristic Report Card for the Adolescent
Publication: Montessori Insights
Date: 2007
Pages: 14-17
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Language: English
Article
How Can We Help the Development of Number Concepts in Children? [Part 2 of 2]
Publication: The National Montessori Reporter, vol. 6, no. 4
Date: Oct 1982
Pages: 6
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Language: English
Article
Suzuki Philosophy and the Development of the Child
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 2
Date: Dec 1998
Pages: 2
Child development, Shinichi Suzuki - Philosophy, Suzuki Method
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Language: English
Article
How Can We Help the Development of Number Concepts in Children? [Part 1 of 2]
Publication: The National Montessori Reporter, vol. 6, no. 3
Date: Aug 1982
Pages: 12, 14
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Language: English
Article
Child Development
Publication: The National Montessori Reporter, vol. 4, no. 3
Date: Sep 1980
Pages: 6
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Language: English