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Conference Paper
Methodology of M. Montessori as the Basis of Early Formation of STEM Skills of Pupils
Available from: ScitePress Digital Library
Symposium on Advances in Educational Technology (1st, 12-13 November 2020)
Constructivism (Education) - Criticism, interpretation, etc., Information and communications technology (ICT), Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., STEM, Technology and children
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Abstract/Notes: The ideas of the constructivist paradigm of education continue to develop in the XXI century. In this context, the STEM approach is being implemented very dynamically for the formation of curricula of formal and non-formal education institutions. At the same time, M. Montessori pedagogy educational centers remain popular in Ukraine. Based on the use of web mapping service Google Maps, the authors searched, identified and quantitatively analyzed the distribution of educational institutions in Ukraine that use the STEM-STEAM-STREAM approach and methodological tools of M. Montessori pedagogy. The results of data processing are presented in the form of author's maps and diagrams, which indicate the number of Montessori pedagogy centers and STEM-STEAM-STREAM training centers for each region. Based on the data of the official websites of educational institutions, an analysis of the content and organization of some Montessori centers in Ukraine was carried out that is demonstrated by means (More)
Language: English
Published: Kyiv, Ukraine: Science and Technology Publications, 2022
Pages: 211-220
ISBN: 978-989-758-558-6
Article
Gli asili d'infanzia dopo la riforma scolastica fascista [Kindergartens after the Fascist school reform]
Available from: Atlante Montessori
Publication: Montessori: rivista bimestrale dell'Opera Montessori, vol. 1, no. 6
Date: Nov-Dec 1932
Pages: 356-359
Europe, Fascism, Italy, Southern Europe
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Language: Italian
Article
Formazione umana e lettura
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 15, no. 11-12
Date: Nov-Dec 1966
Pages: 5-8
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Language: Italian
ISSN: 0042-7241
Article
Il ruolo formativo paterno
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 30, no. 9-10
Date: Jun-Jul 1981
Pages: 18-23
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Language: Italian
ISSN: 0042-7241
Article
Letteratura per l'infanzia e valori formativi della personalità infantile
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 31, no. 9-10-11
Date: Jun/Jul/Aug 1982
Pages: 54-57
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Language: Italian
ISSN: 0042-7241
Article
Verso "la formazione in servizio"
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 33, no. 1
Date: Sep 1984
Pages: 35-37
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Language: Italian
ISSN: 0042-7241
Article
I nuovi programmi delle elementari e la formazione degli insegnanti
Available from: Atlante Montessori
Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 33, no. 1
Date: Sep 1984
Pages: 38-41
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Language: Italian
ISSN: 0042-7241
Doctoral Dissertation (Ed.D.)
Learning as Development: Reflections of Former Montessori Students
Available from: American Montessori Society
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Language: English
Published: Moraga, California, 2014
Article
Våre skoler må i støpeskeen. Montessori-metoden, en gilmrende under-visningsform
Available from: National Library of Norway
Publication: Østerdalens Arbeiderblad (Elverum, Norway)
Date: Aug 27, 1929
Pages: 1, 4
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Language: Norwegian
Master's Thesis (M. Ed.)
Right Where They Are Right Now: Formative Assessment in Montessori Lower Elementary Classrooms
Available from: American Montessori Society
Classroom environments, Early childhood care and education, Early childhood education, Elementary education, Montessori method of education - Evaluation, Montessori schools, Prepared environment
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Abstract/Notes: Lack of knowledge about how formative assessment is routinely used in classrooms is a problem for schools and teachers who want to adopt these practices and for schools and teachers who struggle to explain to stakeholders how they use formative assessment to understand and advance their students’ academic growth. Formative assessment has a long history in Montessori education, where it is foundational to teachers’ practice. This project examined the use of summative and formative assessment by Montessori lower elementary teachers in public and private schools. An online survey, classroom observations, and semi-structured interviews were used to collect qualitative and quantitative data on frequency of use for summative and formative assessment; types and frequency of formative assessment use; and meanings which teachers assigned to them. Results indicated that Montessori lower elementary teachers in both public and private schools used summative assessments, with public school teachers using them more than private school teachers, reflecting the requirements of public schools for data collection. Montessori teachers in both types of schools showed a high degree of frequency and unanimity of practice in their use of formative assessment, especially in use of observation and conversation as formative assessment. Findings could by used by schools and teachers who want to understand formative assessment practices as they are enacted in classrooms in order to begin to adopt some of these practices. Findings could be used by Montessori schools and teachers to develop understanding of how they know what their students know in the absence of summative assessment data. This study points to professional development opportunities for public and private schools.
Language: English
Published: Bothell, Washington, 2014