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855 results

Video Recording

Montessori Language Curriculum Demonstrations

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Abstract/Notes: This program demonstrates 20 Montessori methods in the area of language arts.

Runtime: 30 minutes

Language: English

Published: Yellow Springs, Ohio, 2003

Book

Language, Creativity, and Culture

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Language: English

Published: Cleveland, Ohio: NAMTA, 1993

Article

The Development of Language With Beginners at Day Schools

Available from: National Archives (USA)

Publication: Indian School Journal, vol. 15, no. 10

Pages: 511-516

Americas, Indigenous communities, Indigenous peoples, Language acquisition, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Language: English

ISSN: 0364-7056

Book Section

Language

Book Title: What You Should Know About Your Child

Pages: 25-30

Maria Montessori - Writings

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Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2007

ISBN: 978-90-79506-24-8

Series: Montessori Series , 4

Book

A Key to Writing and Reading for English: As Part of the Total Montessori Approach to the Development of Language

Mario M. Montessori - Writings, Muriel I. Dwyer - Writings

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Language: English

Published: Zelhem, The Netherlands: Nienhuis Montessori B.V., 1977

Book Section

Introduction: The Montessori Language Curriculum in Perspective

Book Title: Readings Toward a Montessori Language Curriculum

Pages: 1-8

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Language: English

Published: Lexington, Massachusetts: Ginn Press, 1986

Doctoral Dissertation (Ed.D.)

Comparison of the Application of Maria Montessori's Language Arts Ideas and Practices in Two Periods of Development in the United States: 1909-1921 and 1953-1963

Available from: ProQuest - Dissertations and Theses

Americas, Language acquisition, Language development, Language education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: Maria Montessori's work is intimately grounded in her detailed teaching practices and the logic of their sequence, along with their underlying ideas and values, particularly in the area of language arts. There are no studies, however, which comprehensively analyze her language arts curriculum for children from three to seven as it was applied by the practitioners who fostered, interpreted, and promoted her work in America in two periods of its popularity: 1909-1921 and 1953-1963. This lack of comprehensive analysis blurs the fundamental identity and contextual coherence of Montessori's work and obscures the significant and ongoing contribution made to American education through her language arts curriculum. An analysis of Montessori's published work and those written about her was made in order to achieve a description of her language arts curriculum for the purpose of comparing her work to that of her American sponsors. To determine how Montessori's curriculum was interpreted and applied, the literature on the history of the Montessori movement was reviewed and five leaders were identified: Ann George, Alexander Graham Bell, Clara Craig, Helen Parkhurst, and Nancy McCormick Rambusch. Their writings and other primary sources were analyzed with reference to Montessori's curriculum. In some cases interviews were conducted and Montessori classrooms were observed over an extended period of time. The analysis of the activity of the leaders, within their contemporary social and educational settings revealed how Montessori's curriculum became detached from her original experimental context and was reshaped because of lack of understanding or of agreement with the sys~ tematic purpose of her educational material in the development of language arts skills, and because of varying intentions and views on how and what children should learn. The findings of the study also contribute to existing studies on the reasons for the decline of Montessori's practices by the end of the first period, and for success in the revival of her work in the second period. In addition, conclusions contribute to the unified body of knowledge needed to thoroughly identify the Montessori educational model practiced and researched by educators.

Language: English

Published: Durham, North Carolina, 1984

Article

Maria Montessori의 언어교육에 관한 이론적 연구 [A Theoretical Study on Language Education According to Maria Montessori]

Available from: RISS

Publication: Montessori교육연구 [Montessori Education Research], vol. 2

Pages: 29-46

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Language: Korean

ISSN: 1226-9417

Doctoral Dissertation (Ed.D.)

A Comparison Study: The Impacts of Montessori and Conventional Elementary Standards-Based Language Arts Curricula on Preschool Students' Phonemic Awareness and Reading Readiness Skills

Available from: OhioLINK ETD Center

Comparative education, Curricula, Language acquisition - Phonetics, Preschool education, Reading

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Abstract/Notes: Preschools have become an important beginning step in education. This sequential mixed methods study sought to determine if the Montessori preschool setting provides greater academic achievement in reading readiness, specifically phonemic awareness, in preschoolers as compared to a conventional elementary standards-based preschool setting. Social constructivist theory and sociocultural theory were used as theoretical frameworks. Qualitative data was comprised of interviews with kindergarten teachers who agreed unanimously that preschool had a positive impact on students’ academic ability upon entrance to kindergarten. However, all four teachers had a negative connotation pertaining to Montessori students and the Montessori Method based solely on students’ behavior and students’ lack of conformity. For the quantitative data, multiple two sample t-tests were conducted to determine the effect of preschool experience on all 90 participants’ reading readiness scores upon entrance to kindergarten based upon DIBELS FSF and PSF and their KRA assessment scores, while taking socio-economic status into consideration. T-tests were used to compare the results from 30 Montessori students, 30 conventional standards-based elementary students, and 30 students with no preschool experience. All three sub-groups were matched equally based on socio-economic status. Montessori students outperformed the other two school groups on all three assessments. The difference in scores when separating Montessori students by socio-economic status is the most significant finding to come from this study. Montessori students considered low income had statistically lower scores on all three assessments when compared to Montessori students who are not considered low income.

Language: English

Published: Findlay, Ohio, 2019

Master's Thesis (M.A.)

Montessori in the South Bronx: Considering Advantages for English Language Learners and Examining Tensions in New York City's First and Only Montessori Public School

Available from: American Montessori Society

Americas, Language acquisition, Language development, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America

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Language: English

Published: New York City, New York, 2016

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