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Article
Researching Classroom Communications and Relations in the Light of Social Justice
Available from: Taylor and Francis Online
Publication: Educational Action Research, vol. 20, no. 2
Date: 2012
Pages: 251-266
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Abstract/Notes: This article discusses participative action research performed by a network consisting of researchers and student-teachers of a University of Applied Sciences and teachers and pupils of four primary schools in the Netherlands. The research took place in the context of the research group ‘Behaviour and Research in the Educational Praxis’. The primary schools focused on inclusive education in order to allow children with special educational needs to participate in mainstream schools. The central idea of the research project was to integrate the insiders’ perspective of the teachers with the outsiders’ perspective of the university researchers. Therefore, the research project combined process and content goals. The research lasted from September 2008 to June 2010, and consisted of five different stages: orientation, general and specific exploration, reconstruction and overall analysis. This article describes the goals and results of each of these stages. The article concludes with a final discussion on the main findings. An important result included a nuanced view of teachers on their power position in the classroom. Teachers facilitated children to increase their own responsibility for their behaviour and their interaction with their classmates and the teacher. This seemed to provide a basis for a more organic order in the classroom, which was less dependent on the interventions of the teacher.
Language: English
DOI: 10.1080/09650792.2012.676302
ISSN: 0965-0792
Article
Improving the Context for Inclusion: Personalising Teacher Development Through Collaborative Action Research
Available from: Taylor and Francis Online
Publication: Educational Action Research, vol. 20, no. 4
Date: 2012
Pages: 623-624
Article
Research Findings Related to the Montessori Method
Publication: Education (Boston), vol. 68
Date: 1968
Pages: 139-144
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Language: English
ISSN: 0013-1172
Article
Outcomes of Mixed-Age Groupings - Research Highlights
Publication: Dimensions of Early Childhood, vol. 25, no. 2
Date: 1997
Pages: 22-28
Academic achievement, Cognitive development, Early childhood care and education, Early childhood education, Literature reviews, Nongraded schools
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Abstract/Notes: A review of the literature on mixed-age settings reveals benefits in the areas of social and cognitive development. Research on the psychosocial advantages of mixed-age groupings is less consistent. Factors such as group size, age range, time together, and context-specific curriculum activities may have a relationship to the level of success and positive outcomes for children in multi-age groups.
Language: English
ISSN: 1068-6177
Article
Research Watch
Publication: Montessori International
Date: 2011
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Language: English
ISSN: 1470-8647
Article
29e Donateurslijst 'Montessori Research'
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 2
Date: 1968/1969
Pages: 29
Nederlandse Montessori Vereniging
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Language: Dutch
Article
Conducting Research
Publication: Montessori Elementary Newsletter, vol. 3, no. 6
Date: Jun 15, 1974
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Language: English
Book Section
Montessori-Pädagogik und Gehirnforschung [Montessori education and brain research]
Book Title: Das Lernen in die eigene Hand nehmen: Mut zur Freiheit in der Montessori-Pädagogik [Taking learning into your own hands: Courage for freedom in Montessori pedagogy]
Pages: 25-47
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Language: German
Published: Münster, Germany: LIT, 2008
ISBN: 978-3-8258-0850-1
Series: Impulse der Reformpädagogik , 19
Master's Thesis
Montessori Education in America: An Analysis of Research Conducted from 2000-2005
Americas, North America, United States of America
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Language: English
Published: Williamsburg, Virginia, 2006
Book Section
Montessori with the Culturally Disadvantaged: A Cognitive-Developmental Interpretation of Some Research Findings
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 169-180
African American community, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article was originally published as an entry in Early Education, eds. R. D. Hess and R. M. Bear (Chicago: Aldine, 1968), p. 105-118.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1