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Article
Social Interaction in Nursery Schools
Publication: American Montessori Society Bulletin, vol. 12
Date: 1974
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Abstract/Notes: Compared the frequencies of peer and adult social interactions, the mean durations of social interactions, and the amounts of negative behaviors of 3-, 4-, and 5-yr-old children of both sexes (N = 131) in a Montessori nursery school, a university laboratory preschool, and a parent cooperative nursery school. The total amount of social interaction, the amount of peer interaction, and the duration of the average social interaction increased with age. The Montessori Ss differed from the Ss in the other 2 schools in amount of peer interaction and in duration of the average interaction in the same direction as older Ss differed from younger Ss. This finding suggests that teacher ratio and age distribution factors enhance the development of social interaction skills in Montessori nursery school children.
Language: English
ISSN: 0277-9064
Article
Discipline in the Schools: A System-Created Problem
Publication: American Montessori Society Bulletin, vol. 11, no. 3
Date: 1973
Pages: 7-14
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Language: English
ISSN: 0277-9064
Article
Assessing Creativity and Critical Thinking in Schools: Montessori as a Holistic Intervention
Publication: AMI Journal (2013-), vol. 2014-2015
Date: 2014/2015
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Abstract/Notes: The authors project hopes to demonstrate the high Impact of Montessori on academic, economic, and social outcomes and how various educational interventions promote the growth of creativity.
Language: English
ISSN: 2215-1249, 2772-7319
Article
Milwaukee Public Schools Forge Ahead–3rd School to Open
Publication: AMI/USA News, vol. 9, no. 2
Date: Apr 1996
Pages: 2
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Language: English
Article
Montessori in the Public Schools
Publication: AMI/USA News, vol. 7, no. 2
Date: Apr 1994
Pages: 3–5
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Abstract/Notes: with sidebar, "Montessori in the Public Schools
Language: English
Article
Emotional Literacy in Montessori Schools
Publication: AMI/USA News, vol. 22, no. 2
Date: Mar 2009
Pages: 1
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Language: English
Article
Musical and Creative Education at the Vienna Montessori Schools during the Interbellum 101
Publication: AMI Journal (2013-), vol. 2014-2015
Date: 2014/2015
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Abstract/Notes: This article follows Viennese teacher Lisl Braun and Trude Hammerschlag's contribution to the development of Montessori music pedagogy.
Language: English
ISSN: 2215-1249, 2772-7319
Article
Relationship of Public and Private Schools: A Legal Perspective
Publication: American Montessori Society Bulletin, vol. 14, no. 3
Date: 1976
Pages: 1-15
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Language: English
ISSN: 0277-9064
Master's Thesis (M. Ed.)
Intrinsic and Extrinsic Motivation in Montessori Schools: Teachers Speak
Available from: Library and Archives Canada
Montessori schools, Motivation (Psychology)
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Abstract/Notes: In my study I examined the practices of Montessori educators in motivating children in a classroom setting. I interviewed 6 Montessori educators from various schools in the eastern, southern and northern parts of Ontario to share their first hand experiences and knowledge. Although these Montessori educators believe that intrinsic motivation without extrinsic should be sufficient motivation the results from the study indicated that 5 of these 6 teachers employ both intrinsic and extrinsic motivation to keep the children on task and interested in their work. The findings indicate that only 1 educator utilizes intrinsic motivation exclusively. The results indicate that 5 of the 6 participants believe that children require the addition of external factors, such as praise, achievement levels and stickers, free and self directed time to motivate students to complete their work.
Language: English
Published: North Bay, Ontario, Canada, 2009
Thesis
Výběr žáků do tříd a škol uplatňujících pedagogiku Marie Montessori / Selection of pupils into classes and schools applying the pedagogy of Maria Montessori
Available from: Univerzita Karlova Institutional Repository
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Abstract/Notes: Tato diplomová práce zkoumá výběr žáků do tříd a škol uplatňujících pedagogiku Marie Montessori. Cílem diplomové práce bylo zjistit, jak si jednotlivé školy vybírají žáky do tříd a škol Marie Montessori. Dále bylo zkoumáno, jaké důvody vedou rodiče k volbě této pedagogiky pro jejich dítě a jaké podmínky musí rodiče a žáci splnit pro přijetí do tohoto vzdělávání. V poslední řadě jsem analyzovala, jak probíhá přijímací řízení. Základním výzkumným designem byla vícepřípadová studie. Cíleně jsem vybrala čtyři základní školy s touto pedagogikou jak ve velkém městě, tak v menších městech. Výzkum jsem rozdělila na dvě části. V první části jsem vedla polostrukturované rozhovory se zaměstnanci zvolených škol a s rodiči dětí z Montessori tříd. V druhé části jsem pozorovala samotné zápisy do 1. tříd. Zjistila jsem, že každá škola má definované požadavky na výběr žáků a tyto požadavky se mezi školami výrazně liší. Rodiče volí školy uplatňující pedagogiku M. Montessori, z důvodu individuálního přístupu k jednotlivcům. Pedagogové se domnívají, že je vhodné, aby rodiče doma uplatňovali stejné výchovné metody a že by toto rádi uplatňovali jako přijímací kritérium. Celý průběh zápisu probíhal stejně jako v běžných školách. Rozdíl byl především v používání Montessori pomůcek / This diploma thesis examines the pupil selection to Marie Montessori pedagogical classes and schools. The aim of the thesis was to find out how the individual schools choose pupils in Marie Montessori classes and schools. Furthermore, it was examined what reasons parents have to choose this pedagogy for their child and what conditions parents and pupils have to fulfill for admission to this education. Last but not least, I analyzed how the admission procedure is taking place. The basic research design was a multi-case study. I chose four primary schools with this pedagogy in the big city as well as in smaller towns. I divided the research into two parts. In the first part I conducted semi-structured interviews with employees of selected schools and with parents of children from Montessori classes. In the second part I observed the first class admission interviews. I have found out that each school has defined pupil selection requirements and that these requirements vary considerably between schools. Parents opt for the Montessori School because of its individual approach to individuals. Teachers believe that it is appropriate that parents apply the same educational methods at home and that they would like to apply this as an admission criterion. The whole admission interviews were the same as in traditional basic schools. The difference was mainly in the use of Montessori tools.
Language: Czech
Published: Prague, Czechia, 2019