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Article
Montessori Methods Adopted at Normal: Dr. Frederic Burk Explains the New System of Teaching Young Children
Available from: ProQuest - Historical Newspapers
Publication: San Francisco Chronicle (San Francisco, California)
Date: Sep 14, 1912
Pages: 7
Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: Dr. Frederic Burk, superintendent of the State Normal School, yesterday afternoon explained the Montessori system of instruction to the members of the Parents Teacher Club. A class new is being taught in the primary department of the school, according to the Montessori methods with great...
Language: English
Master's Thesis
The Effects of High Stakes Testing on Teaching Methodologies
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: High stakes testing, in the form of annual standardized state assessments, affects the teaching methodologies of public school teachers (Passman, 2001). This study sought to examine whether teachers prepare students for high stakes assessments by making changes in their teaching methodologies (Jerald, 2006). Thirty teachers received questionnaires containing agreement statements and short open-ended questions about the effects of high stakes testing on how and what they teach. Eight participants were also interviewed to gain greater insight into their opinions on the effects of high stakes tests. Triangulation was used to authenticate the responses and draw conclusions (Hendricks, 2009). The results of the study indicated that some teachers have adapted their teaching methodologies to mirror test structures even if the subject they teach was not included on standardized state tests.
Language: English
Published: Caldwell, New Jersey, 2009
Book
Metodo per Insegnare la Scrittura [Method for Teaching Writing]
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Language: Italian
Published: Siena, Italy: Premiata Tipo Cooperativa, 1908
Conference Paper
Comparative Study on the Use of Traditional Approach and Montessori Method in Teaching Numeracy in Early Years
Available from: IATED Digital Library
10th International Technology, Education and Development Conference
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: In traditional education, Mathematics has always been a great challenge to learners, maybe because it is taught as abstract from early years. On the other hand, the Montessori Method uses the hands-on approach in teaching numeracy from early years. This study therefore compared the traditional approach and the Montessori Method in the teaching of numeracy in selected public schools in Delta North Senatorial District. Two schools and four classes were purposively selected in Ika South, of Delta North Senatorial District. Twenty five pupils were selected for each approach in the two schools. At the end of the study, the children in the Montessori class performed better on the numeracy test than those taught with the traditional approach. It was concluded that hands-on approach enhances understanding of numeracy from early years. It was therefore recommended that the teachers in the schools in Delta State should be retrained on the use of hands on activities in the teaching of numeracy in early years.
Language: English
Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2016
Pages: 1552-1557
ISBN: 978-84-608-5617-7
Book
Whole Teaching: Keeping Children in the Center of Curriculum and Instruction
Available from: Books to Borrow @ Internet Archive
Montessori method of education - Criticism, interpretation, etc., Student-centered learning, Teacher-student relationships, Teachers
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Abstract/Notes: This sourcebook contains articles, resources, and sample teaching materials to assist practitioners implementing developmentally appropriate practices in the classroom. The first six parts of the sourcebook contain reprints of more than 40 journal articles, topical bibliographies and resource lists, and sample teaching materials. The topics of these first six parts are: (1) early childhood and developmental education; (2) educational reform; (3) learning styles and needs; (4) multiage practices; (5) integrated language arts; and (6) assessment. Part 7 contains a variety of resources, including a bibliography of whole language professional books containing over 280 items; a 79-item bibliography on poetry; and lists of publications and special interest groups, materials suppliers, videos, book publishers, children's magazines, and sources of songs and stories.
Language: English
Published: Peterborough, New Hampshire: Society for Developmental Education, 1993
ISBN: 0-9627389-4-8 978-0-9627389-4-4
Book Section
On the Teaching of the Mass
Book Title: The Child in the Church
Pages: 157-183
Edwin Mortimer Standing - Writings, Maria Montessori - Writings
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Abstract/Notes: Taken from the Assumption College lectures, 1940.
Language: English
Published: St. Paul, Minnesota: Catechetical Guild, 1965
Edition: [2nd edition]
Book Section
Teaching Religion to Young Children
Book Title: The Child in the Church
Pages: 54-61
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Language: English
Published: St. Paul, Minnesota: Catechetical Guild, 1965
Edition: [2nd edition]
Master's Thesis
Zgodnje poučevanje in učenje angleščine v Montessori vrtcu [Teaching and Learning English in the Montessori Kindergarten]
Available from: Digital Library of the University of Maribor (DKUM)
Early childhood care and education, Early childhood education, Language acquisition, Montessori method of education, Montessori schools, Teacher-student relationships
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Abstract/Notes: V magistrski nalogi smo združili področji angleškega jezika in predšolske vzgoje. Osredotočili smo se na sodobne pristope poučevanja tujega jezika v vrtcu Montessori ter želeli ugotoviti, kako predšolski otroci usvajajo tuj jezik. V teoretičnem delu smo pregledali teorijo pedagogike Montessori in značilnosti učenja ter poučevanja tujega jezika v predšolskem obdobju. Empirični del smo zastavili tako, da je združil obe področji. V Hiši otrok Antonina v Biljah pri Novi Gorici smo s pomočjo opazovalnega lista pridobili potrebne informacije, s katerimi smo odgovorili na že prej zastavljena raziskovalna vprašanja ter potrdili oziroma zavrnili zastavljene hipoteze. Pri opazovanju smo se osredotočili na strategije poučevanja angleškega jezika, metode dela, tematike učnih ur, raznolikost dejavnosti, uporabljene materiale, aktivnost otrok, uporabo angleškega jezika, odziv vzgojitelja na napake otrok in na napredek otrok ob večkratni ponovitvi individualnih in skupinskih dejavnosti. Ker sta vzgojiteljici med učenjem angleščine nenehno uporabljali angleški jezik, so se otroci poleg besedišča učili tudi melodijo in ritem jezika, kar jim bo pomagalo pri nadaljnjem učenju angleščine. Koncept Montessori poskuša otroke izoblikovati tako, da bodo v nadaljnjem življenju samostojni, odgovorni in potrpežljivi. Otroci se preko različnih pravil in dejavnosti tega učijo. [In this Master's thesis we combined English language and preschool education. We focused on modern ways of teaching and learning a foreign language in Montessori kindergarten. In theoretical part we took a look at theory of Montessori pedagogy and theory of learning a foreign language in kindergarten. In empirical part we combined these two together. In Hiša otrok Antonina in Bilje near Nova Gorica we organised an observation of a group of children from the second age group in kindergarten. In our observations we used observation sheets. With those, we obtained the information we were interested in. During our ten observations we focused on seventeen points of our observation sheet. The first part contained basic information like the name of the observer, the name of the teacher, number of children, age group, theme and lesson aims, goals of the activities, methods used, didactic materials, the language of instructions, comprehension of instructions, teacher's reaction to children's mistakes, teacher's usage of English language, whether the children waited for a specific material or they focused their attention on something else, whether children were active during different tasks, whether children returned to the same material and an observation of individual's and group's multiple usage of the same material.]
Language: Slovenian
Published: Maribor, Slovenia, 2017
Book
Modern Montessori at Home II: A Creative Teaching Guide for Parents of Children 10 Through 12 Years of Age
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Language: English
Published: Rossmoor, California: American Montessori Consulting, 1990
ISBN: 0-929487-10-9
Master's Thesis
Poučevanje tujih jezikov v montessori in waldorfskih šolah ter v vrtcih v Sloveniji / Fremdsprachenunterricht an Montessori und Waldorfschulen und Kindergärten in Slowenien [Foreign language teaching at Montessori and Waldorf schools and kindergartens in Slovenia]
Available from: Digital Library of the University of Maribor (DKUM)
Comparative education, Europe, Language acquisition, Montessori method of education, Montessori schools, Second language acquisition, Slovenia, Southern Europe, Waldorf method of education, Waldorf schools
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Abstract/Notes: Magistrsko delo se posveča alternativnim šolam in vrtcem v Sloveniji na primeru pristopov montessori in waldorf. Ti dve vrsti šol, ki so ju običajno ustanovili starši, postajata v Sloveniji v zadnjih letih vedno bolj priljubljeni. Namen magistrskega dela ju je primerjati in analizirati, torej podrobneje preučiti filozofiji waldorf in montessori šol, njun položaj v svetu in v Sloveniji ter znotraj tega njuno poučevanje tujih jezikov. V nadaljevanju magistrskega dela sledi opis izobraževanja za učitelje pri enem in pri drugem sistemu, torej waldorf in montessori. Navajamo tudi, kdo so znane osebnosti obeh šol in kaj o njuni teoriji, razlikah in podobnostih ter primerjavi z ustaljenim šolskim sistemom ugotavljajo mednarodne in domače raziskave. Sledi opis organiziranosti teh šol in vrtcev v Sloveniji. V empiričnem delu se ukvarjamo s podobnostmi in razlikami obeh šol. Skušamo odgovoriti na vprašanje, kakšno vlogo igrajo te alternativne šole v našem šolskem sistemu. Primerjalno opišemo tudi učne načrte obeh šol s poudarkom na področju poučevanja tujih jezikov. S pomočjo intervjujev in opazovanj pouka tujega jezika skušamo predstaviti sliko realnega šolskega življenja v teh alternativnih šolah. / Die vorliegende Magisterarbeit widmet sich Alternativschulen und Kindergärten, und zwar den Montessori- und Waldorfschulen in Slowenien. In Slowenien bekommen diese aus Elterninitiativen entstandenen Schulen in letzter Zeit neuen Schwung. Der Zweck der Magisterarbeit ist die Montessori- und Waldorfschulen gegenüberzustellen und sie zu analysieren, insbesondere im Bereich der Fremdsprachen. Zuerst befasst sich die Magisterarbeit mit der Montessori-Schule und ihrer Philosophie, ihrer Lage weltweit und in Slowenien und mit dem dort ausgeführten Fremdsprachenunterricht. Im Weiteren wird untersucht, wie man ein Montessori- oder Waldorf-Pädagoge wird, wer bekannte Montessori- oder Waldorf Personen sind und was die Forschung empfiehlt. Es folgt die Beschreibung der Organisation der Montessori- oder Waldorfschulen und Kindergärten im slowenischen Raum. Der empirische Teil befasst sich mit den Ähnlichkeiten und Unterschieden der beiden Alternativschulen. Der Frage, welche Rollen diese beiden Alternativschulen in slowenischem Schulsystem spielen, wird ebenfalls nachgegangen. Die Lehrpläne der beiden Schulen wurden verglichen, insbesondere im Bereich der Fremdsprachen. Mit den Interviews und den Unterrichtsbeobachtungen wird ein Bild des realen schulischen Lebens in beiden Alternativschulen dargestellt. [This master’s thesis is dedicated to alternative schools and kindergartens, namely the Montessori and Waldorf schools in Slovenia. In Slovenia, these schools, which were created from parents' initiatives, have recently been gaining momentum. The purpose of the master’s thesis is to compare the Montessori and Waldorf schools and to analyze them, especially in the field of foreign languages. First, the master’s thesis deals with the Montessori school and its philosophy, its situation worldwide and in Slovenia and with the foreign language teaching carried out there. It also examines how to become a Montessori or Waldorf teacher, who are known Montessori or Waldorf people and what research recommends. The following is a description of the organization of the Montessori or Waldorf schools and kindergartens in the Slovenian region. The empirical part deals with the similarities and differences between the two alternative schools. The question of what roles these two alternative schools play in the Slovenian school system will also be investigated. The curricula of the two schools were compared, particularly in the field of foreign languages. With the interviews and the observation of lessons, a picture of the real school life in both alternative schools is presented.]
Language: Slovenian
Published: Maribor, Slovenia, 2017