Language: Spanish

Published: Caracas, Venezuela, 1983

Language: English

Abstract/Notes: The effects of multi-age grouping on achievement and self-concept were studied. The achievement variables examined were reading and mathematics achievement as measured by the Stanford Achievement Tests. The Piers-Harris Children's Self-Concept Scale was used to measure self-concept. The groups studied consisted of single-age and multi-age classrooms of children in grades one through five. No significant differences were found between children in multi-age and single-age classrooms on any of the achievement measures. The multi-age classrooms had significantly higher mean scores on one of the six factors in the self-concept scale--happiness and satisfaction. The multi-age classrooms had slightly but consistently higher mean scores on the other five factor scores and on the total self-concept score but the differences were not significant. (Author)

Language: English

Published: Cortland, New York, Apr 1979

Abstract/Notes: Based on the key Montessori principle that children learn best through active experience, Teach Me to Do It Myself presents simple activities through which children explore and develop their skills. These skill areas include sensory perceptions, body coordination, language, understanding of numbers, and movement. This color-illustrated parenting book is filled with activities and instructions for overseeing children as they carry out a variety of learning activities. Most activities will seem simple to parents, because once mastered, adults perform them automatically. However, toddlers experience a sense of accomplishment and self-worth when they learn to perform them independently. Activities are described in detail and include checklists of needed items, as well as variations and related activities for children to try.

Language: English

Published: Hauppauge, New York: Barron's Educational Series, 2004

ISBN: 978-0-7641-2789-2

Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1998

Abstract/Notes: Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a; Malm, 2004), uniting them around a shared knowledge and belief system (Fairclough, 1992, 2003). While a social identity can connect individuals and provide security and purpose, it can also limit beliefs and behaviors by producing a prescribed way of being (Foucault, 2010). Research (e.g., Sumison, 2002) has shown that when teachers are confronted with instances that challenge their teacher identity and social practice (Fairclough, 1992), they may experience dilemmas and uncertainty (Cuban, 1992; Lampert, 1985) that call their self and social identification as a teacher into question. This post-intentional phenomenological study is an attempt to better understand what is produced and provoked (Vagle, 2018) when Montessori teachers engage in anti-bias and anti-racist (ABAR) teacher self-reflection, a critical first step to implementing antiracist teaching practices in an early childhood classroom (Derman-Sparks & Edwards, 2010). Specifically, I explored what is produced and provoked in the Montessori self and social identity as teachers consider ways of being a teacher that possibly differ with the Montessori teacher way of being. Six Montessori early childhood teachers participated in three workshops on ABAR self-reflection which I developed and facilitated over the course of three and a half months. Participant experiences, including my own, and additional phenomenological material (e.g., Montessori's writing, current initiatives in the Montessori social world) offered important insight into the life and evolution of the phenomenon. To guide analysis, I used Jackson and Mazzei's (2012) thinking with theory and Deleuze and Guattari's (1987) notion of the rhizome to conceptualize the life and growth of the phenomenon. Findings revealed elements of the Montessori social identity that provide meaning and purpose for teachers working towards dismantling oppression as well as limitations in the form of a regime of truth (Foucault, 1977/2010) that can challenge the development of a dialogic identity. Implications suggest recommendations for Montessori teacher education programs including strategies of incorporating ABAR reflective practices into Montessori teacher development, reevaluating the words and position of an adored leader for relevance as society evolves, and encouraging social activism by disrupting the notion of objectivity and neutrality in teaching.

Language: English

Published: Minneapolis, Minnesota, 2018

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007

ISBN: 978-90-79506-24-8

Series: Montessori Series , 4

Language: German

Abstract/Notes: Two studies were conducted on the effects of multiage classrooms. The first study investigated verbal interaction among children of different age groups and student-teacher interaction in multiage classrooms. Existing multiage classrooms in various settings were observed and information was recorded on the ages of the children initiating and receiving each interaction, the number of children in each age group who initiated interactions to the teacher, and the number of children in each age group who were present in the classroom. Interactions were classified as dominant, submissive, or neutral. Results indicate: (1) older children tended to initiate proportionately more interactions when three ages were grouped together, but not when only two ages were grouped together; (2) children of one age did not dominate the teacher's attention; (3) interaction within age groups was high and interaction between age groups was low when three age groups were present, but not when two age groups

Language: English

Published: Arlington, Virginia: American Association of School Administrators, Feb 1980

Abstract/Notes: Il saggio ricostruisce le riflessioni - sia di taglio spirituale sia di taglio pedagogico - sviluppate da Maria Montessori circa la Grande Guerra: soprattutto nel volume "Autoeducazione", pubblicato nel 1916. [The essay reconstructs the reflections - both spiritual and pedagogical - developed by Maria Montessori about the Great War: especially in the volume "Self-education", published in 1916.]

Language: Italian

Published: Lecce, Italy: Pensa Multimedia, 2018

ISBN: 978-88-6760-416-6