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Article
School Notes: Brahmo Girls' School, Calcutta
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Dec 29, 1937
Pages: 14
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Language: English
Article
The Social Context of Middle School: Teachers, Friends, and Activities in Montessori and Traditional School Environments
Available from: The University of Chicago Press Journals
Publication: The Elementary School Journal, vol. 106, no. 1
Date: 2005
Pages: 59-79
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Abstract/Notes: This study compared the time use and perceptions of schools, teachers, and friends of approximately 290 demographically matched students in Montessori and traditional middle schools. We used the Experience Sampling Method (ESM) and questionnaires and conducted multivariate analyses showing that the Montessori students (a ) reported more positive perceptions of their school environment and their teachers, and (b ) more often perceived their classmates as friends while at school. ESM time estimates suggested that the 2 school environments were also organized in different ways: Montessori students spent more time engaged with school‐related tasks, chores, collaborative work, and individual projects; traditional students spent more time in social and leisure activities and more time in didactic educational settings (e.g., listening to a lecture, note taking, watching instructional videos). These results are discussed in terms of current thought on motivation in education and middle school reform.
Language: English
DOI: 10.1086/496907
ISSN: 0013-5984
Article
School Notes: Parsi Montessori School, Ahmedabad
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Apr 13, 1938
Pages: 17
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Language: English
Article
Jaarverslag van de school der vereen. "Haagsche Montessori School". Sept '21-'22-'23
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 7, no. 4
Date: Mar 22, 1924
Pages: 28-30
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Language: Dutch
Doctoral Dissertation
Skolans Levda Rum och Lärandets Villkor: Meningsskapande i Montessoriskolans Fysiska Miljö [The School's Living Space and the Conditions of Learning: Creating Meaning in the Montessori School's Physical Environment]
Architecture, Design, Environment, Europe, Nordic countries, Northern Europe, Scandinavia, Sweden
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Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.
Language: Swedish
Published: Stockholm, Sweden, 2012
Article
Montessori Activities in India [Besant Montessori School, Juhu; Montessori Training Centre, Adyar; Shishu Vihar Montessori School, Yeotmal, Berar]
Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 2, no. 2
Date: Apr 1948
Pages: 122-123
Annie Besant Montessori School (Juhu), Asia, India, Montessori Training Centre (Adyar, India), Shishu Vihar Montessori School (Yeotmal), South Asia
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Language: English
Report
Primary School, School-Based Decision Making, Family Resource/Youth Services Centers: First Year Reports to the Prichard Committee
Available from: ERIC
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Abstract/Notes: These three reports by national consultants assess first year progress in implementing state mandated educational reforms in Kentucky. First, "The Status of Primary School Reform in Kentucky and Its Implications," by James Rath, Lilian Katz, and John Fanning, reports on site visits to 14 public schools to assess progress in implementing the Kentucky Educational Reform Act (KERA) in primary schools. Findings with respect to the introduction of cooperative learning, developmentally appropriate practice, authentic assessment, parent involvement, and multi-age grouping practices are presented, along with administrators', parents', and teachers' views about KERA mandates. Next, "School-Based Decision Making: Observations on Progress," by Jane L. David, presents results of interviews with Kentucky education officials, school visits, and a review of newspaper articles and other documents. The report indicates that as of June 1992, almost 500 of Kentucky's 1,366 schools had councils for
Language: English
Published: Lexington, Kentucky, Jul 1992
Article
The Montessori Land School: The Root and Branch of Lake Country School
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2011, no. 1-2
Date: 2011
Pages: 176–184
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Language: English
ISSN: 1877-539X
Article
School Focus: Plenty Valley Montessori School [Diamond Creek, Australia]
Publication: Montessori Matters
Date: 2001
Pages: 9–10
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Language: English
Article
News from AMS-Affiliated Schools: Pines Montessori School, Kingwood, TX, Recognized by Private School Recognition Program
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 13, no. 3
Date: Summer 1986
Pages: 19
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Language: English
ISSN: 0010-700X