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Article
Community Montessori Planned for Birmingham
Publication: Montessori International, vol. 10, no. 4
Date: 2001
Pages: 4
England, Europe, Great Britain, Northern Europe, United Kingdom
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Abstract/Notes: In cooperation with government Sure Start program for disadvantaged
Language: English
ISSN: 1470-8647
Article
Nurturing a Democratic Community in the Classroom
Available from: Springer Link
Publication: Studies in Philosophy and Education, vol. 30, no. 5
Date: 2011
Pages: 491-497
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Abstract/Notes: Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.
Language: English
DOI: 10.1007/s11217-011-9241-z
ISSN: 1573-191X, 0039-3746
Article
Community and Engagement: Restoring the Process
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 20, no. 3
Date: Spring 2008
Pages: 20-21
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Language: English
ISSN: 1071-6246
Article
Through Service, Learning: Montessori Schools Take Community Service to a Higher Level
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 23, no. 1
Date: Fall 2010
Pages: 23
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Language: English
ISSN: 1071-6246
Article
Montessori Community as an Organism
Publication: Public School Montessorian, vol. 25, no. 3
Date: Spring 2013
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Montessori Teacher Education Community Moves Toward a Unified Accreditation Plan
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 15, no. 3
Date: Summer 1988
Pages: 19
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Language: English
ISSN: 0010-700X
Article
Montessorians in Hawaii [Montessori Community School, Honolulu]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 16, no. 3
Date: Summer 1989
Pages: 22
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Language: English
ISSN: 0010-700X
Article
Dialogue and Democracy, Community and Capacity: Lessons for Conflict Resolution Education from Montessori, Dewey, and Freire
Available from: Wiley Online Library
Publication: Conflict Resolution Quarterly, vol. 23, no. 2
Date: 2005
Pages: 185-202
Article
Project Friends: A Multi-age Learning Community
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 24, no. 4
Date: 1997
Pages: 217-221
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Abstract/Notes: Project Friends is a learning community based on our confidence in the multi-age classroom as a valuable and viable vehicle for teaching young children. Our three multi-age classrooms of kinder-garten, first- and second-grade children were the served as the setting for Project Friends. In this article, we share our beginnings, significant features and outcomes of the learning community, and our reflections on a year ended in Project Friends. Our experiences and the experiences of the children in the multi-age classrooms continue to provide rich contexts for teaching and learning in the elementary school.
Language: English
DOI: 10.1007/BF02354835
ISSN: 1082-3301, 1573-1707
Article
Community-Building in a Diverse Setting
Available from: Springer Link
Publication: Early Childhood Education Journal, vol. 36, no. 4
Date: 2009
Pages: 291
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Abstract/Notes: Research demonstrates that community-building in schools is an integral aspect of student success. Based on a foundation of research findings related to the importance of implementing community-building into all aspects of a school, community-building activities, including five specific classroom strategies (parent visits class to tell about child, weekly newsletter with interactive activities, bi-monthly open-house hour where children explain school work to parents, Valentine letters filled with true compliments, and a cultural celebration unit focused on Africa), were implemented in an urban magnet school. This school was moving toward racial integration as well as implementation of a Montessori education program. As predicted from research information, incorporating community-building strategies geared at creating a welcoming climate, at improving faculty interaction, at fostering collaborative classrooms, and towards on-going and open teacher/parent communication and collaboration resulted in positive outcomes in what could have otherwise been a difficult, negative or unproductive situation.
Language: English
DOI: 10.1007/s10643-008-0290-z
ISSN: 1082-3301, 1573-1707