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479 results

Article

✓ Peer Reviewed

Montessori Method: Indirect Preparation for Reading and Writing [part 1]

Publication: Journal for Special Educators of the Mentally Retarded, vol. 9

Pages: 30-37

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Language: English

ISSN: 0012-2807

Article

✓ Peer Reviewed

Montessori-Pädagogik in der Gegenwart: zur deutschen Montessori-Konferenz in Frankfurt [Montessori pedagogy in the present: for the German Montessori conference in Frankfurt]

Available from: V&R E-Library

Publication: Bildung und Erziehung, vol. 5

Pages: 260-267

Conferences, Europe, Germany, Western Europe

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Language: German

DOI: 10.7788/bue-1952-jg33

ISSN: 0006-2456, 2194-3834

Article

✓ Peer Reviewed

Montessori and Jerome W. Berryman: Work, play, religious education, and the art of using the Christian language system

Available from: Taylor and Francis Online

Publication: British Journal of Religious Education, vol. 33, no. 3

Pages: 341-353

Religious education

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Language: English

DOI: 10.1080/01416200.2011.595925

ISSN: 0141-6200, 1740-7931

Article

✓ Peer Reviewed

The Montessori View of Art in Education

Publication: Bulletin of Art Therapy, vol. 2

Pages: 31-?

Art, Art education

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Language: English

ISSN: 0163-318X

Article

✓ Peer Reviewed

Art in a Class for Mentally Retarded Children

Publication: Bulletin of Art Therapy, vol. 3

Pages: 83-93

Art, Children with disabilities, Inclusive education, People with disabilities

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Language: English

ISSN: 0163-318X

Article

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Art and the Montessori Approach in a Poverty Stricken Rural Area

Publication: Bulletin of Art Therapy, vol. 7

Pages: 85-93

Art, Montessori method of education

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Language: English

ISSN: 0163-318X

Article

✓ Peer Reviewed

A Comfortable Start for Everyone: The First Week of School in Three Multi-Age (K-2) Classrooms

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 27, no. 2

Pages: 73-80

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Abstract/Notes: Describes rationale and first-week-of-school activities of a project to implement multi-age classrooms composed of kindergarten, first, and second grade students who spend 3 years in that classroom. Notes that the project's goal is to empower children as learners by allowing them to help design the curriculum and set goals for their own learning.

Language: English

DOI: 10.1023/A:1026092009745

ISSN: 1082-3301, 1573-1707

Article

✓ Peer Reviewed

Sprawozdanie z Międzynarodowej Konferencji Naukowo-Dydaktycznej „Zacznij od Montessori… dobry start dzieci i rodziców”

Available from: Jesuit University Ignatianum in Krakow

Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 9, no. 34/4

Pages: 171-174

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Language: Polish

ISSN: 1896-2327, 2353-7787

Article

✓ Peer Reviewed

Deconstructing the Positive Behavioral Support Model and Replacing It with the Neo-Montessori Constructivist Intervention Model, or How Montessori Changed My Cold Data Driven Heart

Available from: Wright State University Libraries

Publication: Electronic Journal for Inclusive Education, vol. 3, no. 3

Children with disabilities, Inclusive education, People with disabilities

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Abstract/Notes: Positive behavioral supports (PBS) and the development of behaviorally oriented planning has become a ubiquitous paradigm in American schools. It is the preferred model for addressing behavioral issues with children as a means of preventing special education identification and placement. The effectiveness of this model has been well documented in peer-reviewed journals and shows an ability to change behaviors and improve academic achievement as measured by empirically designed assessments. However, the measurement of intellectual, moral and behavioral autonomy is seldom measured. Also, researchers from one perspective (Applied Behavioral Analysis) preclude other theoretical perspectives, to create the bulk of the evidence proving the usefulness of PBS as a viable model. It is the purpose of this paper to describe and support the contention that it is the concept of autonomy that is essential in measuring the success of behaviorally related interventions. This goal will be attained by deconstructing the PBS model. Further, it is an additional contention addressed in this paper that various Montessori methods and the theory’s fundamental theoretical concepts do a better job of addressing authentic change and the development of autonomy. This will result in internalized behaviors that behaviorally oriented methods can never demonstrate. A new theoretical model will be presented to illustrate the incorporation of autonomy into the rubric of successful behaviorally related interventions.

Language: English

ISSN: 1545-0473

Article

✓ Peer Reviewed

Differentiating Language Arts in Belize

Available from: ERIC

Publication: Forum on Public Policy, vol. 5, no. 1

Pages: 14 p.

Americas, Belize, Central America, Language arts, Latin America and the Caribbean, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History

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Abstract/Notes: There is limited amount of research that constitutes non-traditional curricula implemented within an institutionalized context of developing countries. An attempt is made in this project to gain a clearer understanding of a non-traditional early learning program within an orphanage campus setting of Ladyville, Belize, Central America. This program is supported through the Belizean Ministry of Education and the University of Belize. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated within developing countries one person in four is illiterate (Terryn, 2006). Liberty Learning Centre (LLC) of Ladyville, Belize implemented non-traditional theoretical curricula reflecting the social-constructivist theory to early learning. The methodologies include: Pikler, Montessori and components of the Reggio Emilia philosophy. The staff of LLC discovered creative, innovative and strategic ways to differentiate traditional academic learning through a diverse non-traditional learning environment. Procedures: Responses from the administration, caregivers, teachers, staff and students were interpreted and documented through various means of audio/DVD/video recordings, photography, interviews and journals. In addition I used detailed anecdotal field notes that became pieces to the methodology for the project. Findings: Responses, thoughts, ideas and viewpoints were given by the administration, teachers, students and staff regarding the implementation of non-traditional curricula within an institutionalized and non-traditional learning environment of a developing country. Implication: An institutionalized and international socio-cultural perspective will extend early childhood education further through a qualitative ethnographic study in Belize. This project gives voice to the silent and voiceless.

Language: English

ISSN: 1556-763X, 1938-9809

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