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Article
Montessori System Just Fad, Says Hyatt
Available from: ProQuest - Historical Newspapers
Publication: San Francisco Chronicle (San Francisco, California)
Date: Oct 24, 1915
Pages: 27
Americas, Maria Montessori - Biographic sources, North America, United States of America
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Abstract/Notes: "The Montessori educational system, as taught by Dr. Maria Montessori, now in San Francisco, is call 'an emotional fad, that will be laid away to rest with the Grube method and the dodo and forgotten in a few years,' by Edward Hyatt, State Superintendent of Public Instruction, in the California blue bulletin just issued. 'There may be something in it for the dowqntrodden babes of Europe,' says Hyatt, 'but nothing for our conditions. It is only what we had before under a new and fascinating name.'"
Language: English
Article
The Montessori System: A Reply
Available from: Google Books
Publication: Irish Monthly, vol. 52, no. 616
Date: 1924
Pages: 512-522
Europe, Ireland, Northern Europe
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Language: English
ISSN: 2009-2113
Article
Education in Theory and Practice: The Montessori System
Available from: HathiTrust
Publication: Athenaeum, no. 4512
Date: Apr 18, 1914
Pages: 545-546
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Language: English
ISSN: 1747-3594
Article
Kids on the Block: A San Francisco Preschool by Mark Horton Architecture Makes the Most of a Prefabricated Structural System
Available from: US Modernist Library
Publication: Architecture
Date: Apr 2005
Pages: 68-71
Americas, Architecture, North America, United States of America
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Language: English
ISSN: 0746-0554, 0001-1479
Master's Thesis (Action Research Report)
The Relationship Between Grit and Montessori: An Educational System
Available from: St. Catherine University
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Abstract/Notes: Grit, patience and perseverance are cornerstones of Maria Montessori's pedagogy and the basis of this research. The purpose of this study is to describe how grit, patience and perseverance are character traits that help students reach their highest academic potential, and are essential to students' capacity to succeed and accomplish long-term goals. I used qualitative and quantitative inquiry to determine if the Montessori method elaborates grit and patience in children. The research took place in a children's house classroom located in an urban Montessori school. The results determined that students who received a Montessori education did have more grit and patience toward their long-term goals.
Language: English
Published: St. Paul, Minnesota, 2013
Doctoral Dissertation (Ed.D.)
Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System
Available from: ProQuest - Dissertations and Theses
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom
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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.
Language: English
Published: Stillwater, Oklahoma, 2006
Doctoral Dissertation
A Critical Analysis of William Heard Kilpatrick's 'The Montessori System Examined'
Available from: ProQuest - Dissertations and Theses
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Language: English
Published: Urbana-Champaign, Illinois, 1970
Article
The Montessori System
Available from: HathiTrust
Publication: American Primary Teacher, vol. 30, no. 10
Date: Jun 1912
Pages: 368-369
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Language: English
Article
A Neuroscience-Based Learning Technique: Framework and Application to STEM
Available from: World Academy of Science, Engineering and Technology
Publication: International Journal of Educational and Pedagogical Sciences, vol. 14, no. 3
Date: 2020
Pages: 197-200
Montessori method of education, Neuroscience
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Abstract/Notes: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.
Language: English
Article
Sense Training in the Montessori System
Available from: HathiTrust
Publication: Kindergarten-Primary Magazine, vol. 27, no. 10
Date: Jun 1915
Pages: 319
Montessori Conference (East Runton, England, 1914), Montessori method of education - Criticism, interpretation, etc., Senses and sensation, Sensorial materials
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Language: English