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Article
The Montessori Method of Teaching Hearing Children [part 1]
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 2
Date: May 1912
Pages: 95-102
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Language: English
ISSN: 0042-8639
Article
"Just the Facts, Ma'am": Teaching Social Studies in the Era of Standards and High-Stakes Testing
Available from: Taylor and Francis Online
Publication: The Social Studies, vol. 98, no. 2
Date: 2007
Pages: 54-58
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Abstract/Notes: The authors discuss the impact of standards and testing on curriculum and instruction. They begin with a brief history of the growth and development of academic standards and high-stakes testing. Next, they review relevant research on the impact high-stakes testing has had on curriculum and instruction and discuss ways that high-stakes testing has influenced student-teacher relationships. They also discuss specific problems faced by social studies teachers in the era of academic standards and high-stakes testing.
Language: English
ISSN: 0037-7996, 2152-405X
Article
Teaching Science in the Elementary School
Available from: JSTOR
Publication: The Elementary School Journal, vol. 50, no. 5
Date: Jan 1950
Pages: 273-276
Article
The Montessori Spirit and the Teaching of French
Available from: Internet Archive
Publication: Modern Language Teaching, vol. 13, no. 5
Date: Jul 1917
Pages: 113-114
Language acquisition, Language development, Language education
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Language: English
ISSN: 2047-122X
Article
The Montessori Method, Aboriginal Students and Linnaean Zoology Taxonomy Teaching: Three-Staged Lesson
Available from: Cambridge University Press
Publication: The Australian Journal of Indigenous Education, vol. 50, no. 1
Date: 2021
Pages: 116-126
Action research, Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania, Zoology education
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Abstract/Notes: This research article addresses an important issue related to how teachers can support Aboriginal secondary school students' learning of science. Drawn from a larger project that investigated the study of vertebrates using Queensland Indigenous knowledges and Montessori Linnaean materials to engage Indigenous secondary school students, this article focuses on the three-staged lessons from that study. Using an Action Research approach and working with participants from one secondary high school in regional Queensland with a high Indigenous population, there were several important findings. First, the materials and the three-staged lessons generated interest in learning Eurocentric science knowledge. Second, repetition, freedom and unhurried inclusion of foreign science knowledges strengthened students' Aboriginal personal identity as well as identities as science learners. Third, privileging of local Aboriginal knowledge and animal language gave rise to meaningful and contextualised Linnaean lessons and culturally responsive practices.
Language: English
DOI: 10.1017/jie.2019.10
ISSN: 1326-0111, 2049-7784
Article
Montessori Teaching and Learning Environment at Boonyasombat Witthaya School, Sawi District, Chumphon Province
Available from: Thai Journals Online
Publication: The Journal of Pacific Institute of Management Science (Humanities and Social Science), vol. 2, no. 1
Date: 2016
Pages: 1-12
Asia, Boonyasombat Witthaya School (Thailand), Classroom environments, Montessori method of education, Montessori schools, Southeast Asia, Thailand
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Abstract/Notes: The purpose of this study was to investigate the Montessori teaching and learning environment and suggestion at Boonyasombat Witthaya School, Sawi District, Chumphon Province. The population for the study comprised 34 school personnel, including school administrators, teachers, and assistant teachers. A research instrument was a questionnaire with the reliability of .971. Statistics used in data analysis consisted of percentage, mean,and standard deviation.The findings revealed that the research participants’ comprehension level towards the Montessori teaching and learning environment was at a moderate level in all aspects. When considering each aspect, the results demonstrated that almost all aspects were rated at the highest level. Ranked in descending order by mean of each aspect, the comprehension level results reported as follows: at a moderate level in all aspects. When considering each aspect, the results demonstrated that almost all aspects were rated at the highest level. Ranked in descending order by mean of each aspect, the comprehension level results reported as follows: 1) roles of teachers in Montessori education, 2) learning techniques, 3) Montessori teaching principles, 4) instructional media for language development, and 5) basic knowledge of Montessori approach respectively.
Language: Thai
ISSN: 2697-4487, 2586-8462
Article
Situated in School Scripts: Contextual Early Childhood Teaching
Available from: ScienceDirect
Publication: Teaching and Teacher Education, vol. 25, no. 2
Date: Feb 2009
Pages: 251-258
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Abstract/Notes: This article presents findings from a qualitative case study of a public Montessori magnet school in the United States. It focuses on two teachers' experiences, identifying how their teaching is situated in school scripts, that is; ways of speaking about teaching and learning within particular school micro-cultures. The focal teachers utilized contradicting school scripts for a variety of purposes and to incorporate diverse practices. This article describes the teachers' experiences of and responses to contradicting scripts. Findings suggest that teaching is contextualized in particular school micro-cultures and that school scripts present contradictions that have the potential to be both indoctrinating and transformative forces for teacher preparation and professional growth.
Language: English
DOI: 10.1016/j.tate.2008.11.007
ISSN: 0742-051X, 1879-2480
Article
The impact of high-stakes testing on teaching and learning: can this be predicted or controlled?
Available from: ScienceDirect
Publication: System, vol. 28, no. 4
Date: Dec 2000
Pages: 499-205
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Abstract/Notes: One of the issues which attracted the attention of language testers in the 1990s was the impact of high-stakes tests on the classroom: what kind of influence did such tests have on teaching and learning and what could educators do to ensure that this was beneficial rather than harmful? Some progress was made in defining notions such as ‘impact’ and ‘washback’, and a number of studies appeared which analysed the relationship between tests and teachers’ and learners’ attitudes and behaviour. There was a growing awareness of the importance of factors other than test design in determining whether tests would have the impact that was desired. These factors also appear in the literature of educational innovation, and it is to this field that some testers turned for guidance on whether test impact could be predicted or controlled. This paper summarises what language testers have learned about test impact in the last decade and discusses what one model of educational innovation has revealed about how tests interact with other factors in the testing situation. It concludes with a set of recommendations about the steps future test developers might take in order to assess the amount of risk involved in attempting to create change through testing.
Language: English
DOI: 10.1016/S0346-251X(00)00035-X
ISSN: 0346-251X, 1879-3282
Article
The Dynamic Interactions Among Beliefs, Role Metaphors, and Teaching Practices: A Case Study of Teacher Change
Available from: Wiley Online Library
Publication: Science Education, vol. 75, no. 2
Date: Apr 1991
Pages: 185–199
Article
A Failed Circulation: The Montessori Method and Teaching Materials in Republican China (1912-1949)
Available from: DOAJ
Publication: Revista Tempos e Espaços em Educação, vol. 11, no. 26
Date: Jul-Sep 2018
Pages: 77-90
Asia, China, East Asia, Montessori method of education - History
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Abstract/Notes: Montessori method arrived in China at the time when Chinese scholars wanted to established Chinese version kindergartens with modern and scienti c teaching method and tools. rough translation and expert coming to China, Chinese scholars introduced Montessori thought into China. However, the study on Montessori method only stopped at the step of translating Montessori’s theory and trying to reshape the didactic materials. In spite of two short-lived success examples in the 1920s and 1930s, it was never large-scale applied in China. Except the expensive of the didactic tools, lacking spokesman and teachers were the main reason for the failure of the method.
Language: English
DOI: 10.20952/revtee.v11i26.9011
ISSN: 2358-1425