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Book
Children of the Universe: Cosmic Education in the Montessori Elementary Classroom
Cosmic education, Michael Duffy - Writings
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Language: English
Published: Hollidaysburg, Pennsylvania: Parent Child Press, 2002
Book Section
L'edilizia della scuola materna ed elementare e il metodo Montessori [Kindergarten and elementary school construction and the Montessori method]
Book Title: Maria Montessori, oggi: 1870-1970 [Maria Montessori, today: 1870-1970]
Pages: 115-120
Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
Published: Firenze: Giunti-Bemporad Marzocco, 1970
Book Section
Keys to the 21st Century: Does Montessori Elementary Provide Them?
Book Title: Education for the 21st Century [AMI International Study Conference Proceedings, presented by AMI/USA, July 30 to August 4, 1988, Washington, D.C.]
Pages: 99-107
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Language: English
Published: [Rochester, New York]: Association Montessori International of the United States (AMI/USA), 1989
Article
Über die Möglichkeit einer Spracherziehung in der heutigen Volksschule [About the possibility of language education in today's elementary school]
Publication: Katholische Frauenbildung, vol. 60
Date: 1959
Pages: 48-61
Elementary schools, Language education
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Language: German
ISSN: 0343-4613
Master's Thesis
School Counselors in Public Montessori: A Qualitative Study of Three Elementary Schools
Available from: North Carolina State University Libraries
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Abstract/Notes: This study uses qualitative research methods to examine the role of school counselors in three public Montessori elementary schools. Through the process of interviews and site visits, the data collected are compared against the American School Counseling Association's guidelines for a balanced and comprehensive guidance program. Data are also evaluated to see if philosophical and pedagogical elements of Montessori are integrated into each school's guidance program. The findings show that all three schools have programs that provide intervention services at a much higher rate than preventative services, and they have difficulty integrating Montessori pedagogy into their counseling programs. However, the opinions of the counselors at all three schools are favorable toward Montessori, and there seem to be possibilities for Montessori/counseling integration that could provide a very strong balanced and comprehensive guidance program.
Language: English
Published: Raleigh, North Carolina, 2003
Holistic Reading in a Montessori Classroom: An Examination of the Reading Miscues and Perceived Strategies of Children Who Have Completed One Year in a Montessori Elementary Classroom
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Language: English
Published: Chicago, Illinois, 1992
Master's Thesis (M.F.A.)
Early Elementary Spaces for Active Learning and Constructivist Teaching
Available from: ProQuest - Dissertations and Theses
Classroom environments, Constructivism (Education), Design, Early childhood care and education, Early childhood education, Montessori schools, Prepared environment
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Abstract/Notes: The objective of this study was to evaluate how the design of the built environment can assist schoolteachers in their use of constructivist techniques as students transition from learning by play to didactic learning in early elementary learning spaces. With the increased expectations and standards for early elementary school, how can the built environment support both teachers and constructivist learning approaches such as experiential and active learning strategies to increase interactive and playful learning?Children's transition to structured schooling is associated with new experiences and challenges for students and parents. Students experience new environments, people, and modes of learning (Fabian & Dunlop, 2007). In addition to this impactful life transition as children enter primary school, increased state-mandated standards have resulted in more didactic teaching approaches in kindergarten causing an abrupt transition to sedentary learning from play focused learning in prekindergarten ("The New First Grade: Too Much Too Soon," 2006; Miller & Almon, 2009). However, Friedrich Froebel's intent for kindergarten was far different than what we see today, with kindergartens looking far different when compared to the original and prekindergarten in the United States more accurately resembling Froebel's vision (Fabian & Dunlop, 2007). Early childhood theorists, Piaget and Vygotsky, deemed learning by play essential for young children, proving critical for social and emotional skills (Wenner, 2009; Barros, Silver, & Stein, 2009; Coolahan, Fantuzzo, Mendez, & McDermott, 2000; Raver & Ziegler, 1997; Fantuzzo & McWayne, 2002; Coolahan, Fantuzzo, Mendez, & McDermott, 2000; Yogman, 2018). There is evidence to show children in early elementary school, learn best by doing; (Taylor & Boyer, 2019; Yogman, 2018) so, the physical classroom environment and supportive learning spaces should support this type of active and playful learning by providing spaces that allow teachers to engage their students in these types of learning experiences. Priorities have shifted due to increased expectations as many teachers find themselves in a dilemma balancing didactic teaching for learning standards versus developmentally appropriate practices. Design considerations of the physical classroom impact how a teacher engages students in subject matter (Byers, Imms, & Hartnell-Young, 2014; Thomas, 2010; Monahan, 2002). Design of the built environment can also assist teachers' utilization of active learning strategies through intentional space planning and design programming. This study hopes to understand how learning spaces can support active learning, equipping teachers with the spaces, layout, and technology needed to accommodate active learning practices to meet required objectives. By evaluating constructivist active learning strategies through a qualitative study, the researcher aims to use design as a tool to lessen the abrupt change from playful learning to sedentary learning commonly occurring as students transition into primary school. Findings from a teacher focus group provided the researcher with emergent themes aligning with constructivist pedagogy for Florida's early elementary learning standards. Focus group discussion provided the researcher with the design considerations and programming criteria to form a comprehensive design solution to ease the transition into didactic learning through a variety of learning environments and design considerations supportive of active learning strategies.
Language: English
Published: Tallahassee, Florida, 2022
Book
A Parent's Guide to Montessori Elementary
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Language: English
Published: Cleveland, Ohio: NAMTA, 1981
Conference Paper
Practical applications of freedom and responsibility in the elementary years
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Language: English
Published: Boston, Massachusetts: AMI-USA, 2000
Pages: 85-94
Book
Implementing a non-graded elementary program
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Language: English
Published: Portland, Oregon: NWEWL, 2000
Series: NW Regional Education Laboratory School Improvement Research Series