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Article
Characteristics of Students' Imaginative Lives, Ages Eight to Fifteen
Publication: NAMTA Journal, vol. 19, no. 1
Date: Fall/Winter 1994
Pages: 67-86
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Connects the imagination with one's affective states as related to 8- to 15-year-old students' engagement in a story or narrative. Discusses particular characteristics of narratives that engage students' imagination during these years and characteristics that are imaginatively engaging but in which the narrative component is less prominent. (BB)
Language: English
ISSN: 1522-9734
Article
Occupation Projects, the Micro-Economy, and Student Managers: Meeting the Needs of Adolescents [Hershey Montessori Farm School, Huntsburg, Ohio]
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 79–85
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
A comparison of lower and upper elementary Montessori students with a public school sample
Publication: NAMTA Journal, vol. 14, no. 2
Date: Winter/Spring 1989
Pages: 63-68
North American Montessori Teachers' Association (NAMTA) - Periodicals, Upper elementary
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Language: English
ISSN: 1522-9734
Article
How My Students See Their Adolescent Experience and Turn Out in Life
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 141–148
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Using Peace Stories and Timelines as Foundations for Interdisciplinary Work with Upper Elementary and Adolescent Montessori Students
Publication: NAMTA Journal, vol. 34, no. 3
Date: 2009
Pages: 209–224
North American Montessori Teachers' Association (NAMTA) - Periodicals, Upper elementary
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Language: English
ISSN: 1522-9734
Article
Support and Engagement for All Students
Publication: NAMTA Journal, vol. 33, no. 2
Date: 2008
Pages: 100–144
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Supporting Students Who Have Experienced Trauma
Available from: ERIC
Publication: NAMTA Journal, vol. 42, no. 2
Date: 2017
Pages: 141-152
Classroom environments, Early childhood education, North American Montessori Teachers' Association (NAMTA) - Periodicals, Psychic trauma in children, Resilience (Psychology), Teacher-student relationships
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Abstract/Notes: Travis Wright presents an important understanding of trauma that leads to a new perspective of "challenging" behaviors in the classroom. "Trauma is not an event in itself, but is instead the reaction to extremely stressful life circumstances... When children operate in overwhelming states of stress, the stress response system may become the normal mode of functioning." Offering symptoms of trauma and practical tips for use in the classroom, Wright turns the understanding of trauma upside down. He guides the reader to an appreciation for the ways children adapt to their circumstances, until it is understood that children are "fighting to live" as opposed to "failing to thrive." While focusing on the traumatized child, Wright's approach offers the opportunity to rethink the behavior of all students. While it is particularly important with children who have experienced trauma, the foundation of the work with any child is a positive, respectful relationship. [This talk was presented at the NAMTA conference titled "Children on the Edge: Creating a Path for Happy, Healthy Development," January 12-15, 2017 in New Orleans, LA.]
Language: English
ISSN: 1522-9734
Book
Care and Education in Early Childhood: A Student's Guide to Theory and Practice
Available from: Taylor and Francis Online
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Abstract/Notes: The authors draw on their extensive early years experience to provide a comprehensive and up-to-date review of the key issues in the field of early childhood
Language: English
Published: New York, New York: Routledge, 2009
Edition: 2nd
ISBN: 978-1-315-83201-2 978-0-415-45757-6 978-1-138-41107-4
Master's Thesis (Action Research Report)
The Effects of Purposeful Physical Activity on Student Concentration in a Montessori Children’s House
Available from: St. Catherine University
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Abstract/Notes: The purpose of this action research was to determine the impact of purposeful gross-motor movements on student concentration in a Montessori Children’s House. The intervention took place over a period of eight weeks in a private Montessori school in a “Children’s House” of 20 primary aged children (ages 2.5 to 6). Data was collected using hourly observations of the concentration levels of the class as a whole prior to and after implementation; tally sheets reflecting daily use of movement materials, daily reflective journals, and interviews with the children. Results show concentration levels were positively affected by the use of the movement materials. Although there was not much change observed, the intervention appeared to help concentration levels remain more consistent throughout the work period. Further research might include the effects of movement materials on comprehension and decreasing undesirable classroom behaviors.
Language: English
Published: St. Paul, Minnesota, 2016
Book Section
Continuum of Harmonious Lived Experiences Through Classroom Ethos, Behavioural Management Routines and Teacher Student Relations
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 155-177
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter problematises notions of pedagogy as being limited to teaching-learning practices within the classroom and explores what pedagogy could be like when education goes beyond transfer of content knowledge or development of skills and competencies. The chapter emphasises that education for harmony is brought about by a continuum of shared lived experiences and that these are not just engendered through classroom practices, but also by the culture and people within the school. It emphasises the importance of classroom and school-wide ethos, Teacher Student Relations, and autonomous behaviour regulation as underpinning the continuum of lived experiences.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6