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Master's Thesis (Action Research Report)

The Impact of Read Aloud with Socratic Discussion on the Literacy and Critical Thinking Skills of the Elementary Student

Available from: St. Catherine University

Action research

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Abstract/Notes: This study aims to uncover a link between read aloud with Socratic discussion and its impact on literacy and critical thinking skills. In researching this relationship, both quantitative and qualitative data tools were used. Participants in the study included 60 students from a charter Montessori school in the Southwest United States ranging from grade 1 to 6. Students participated in a six-week intervention. The intervention included a 60-minute read aloud with Socratic discussion session conducted twice a week. The findings indicate that there is a general increase in literacy and reading comprehension skills. In addition, the study was also shown to have a significant impact on individual participation and critical thinking skills as it relates to themes of the book. The conclusion of the study recommends more research with varied communities and book choices. In the future we must find ways to stimulate critical thinking skills in the elementary child using relatable themes and critical questioning.

Language: English

Published: St. Paul, Minnesota, 2020

Article

The Form Education Must Take to Be Able to Assist in the Critical Times of the World To-Day

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1963, no. 1/2

Pages: 2–6

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings

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Abstract/Notes: From an unidentified lecture.

Language: English

ISSN: 0519-0959

Article

Paying Attention to Attention: Brain Development and the Critical Period of Focused Attention and Concentration

Publication: Infants and Toddlers, vol. 12, no. 3

Pages: 5–10, 17–20

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Language: English

Article

The Rules for Montessori Meetings and Decision Making: Critical Steps in the Blueprint Process

Publication: Montessori Leadership, vol. 8, no. 3

Pages: 34–35, 44

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Language: English

Article

Report by Susan Feez of a Seminar on Teaching of Critical Thinking

Publication: Montessori Matters

Pages: 21–24

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Language: English

Article

Critical Influences in the Origins of Competence

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 3, no. 1

Pages: 57-80

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Language: English

ISSN: 0010-700X

Article

Research/Soul Search: Thoughts on Dealing with Research Critical of Montessori Practice

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 2, no. 2

Pages: 17

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Dear Alice and Betty: Our Interview with Two Respected, Veteran Teachers Brings Critical Response

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 10, no. 1

Pages: 24

Public Montessori

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Language: English

ISSN: 1071-6246

Article

Unconscious to Conscious: A Critical Transition for Toddlers

Publication: Infants and Toddlers, vol. 7, no. 3

Pages: 6–11, 15–21

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Language: English

Article

✓ Peer Reviewed

A Critical Social Psychological Contribution to (Global) Citizenship Education: Seeing Oneself Through the Eyes of the 'Other'

Available from: Discourse Unit

Publication: Annual Review of Critical Psychology, vol. 16

Pages: 1330-1358

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Abstract/Notes: Taylor (2004) argues that the Western moral order is characterised by three key forms — the market economy, public sphere, and self-governance. These forms entail contradictory tendencies for the concept of selfhood and our relations with each other. We do endorse an autonomous and free self, who should pursue her goals, but is also expected to act ethically towards others through mutuality, equality, and collectivity. However, we are concerned with being authentic, i.e. being true to ‘ourselves’, as well as with recognising the needs and differences of the ‘other’. This moral order is based on notions of political equality, democracy, freedom, human rights, and privatised economic prosperity. Moving ‘with Holzkamp beyond Holzkamp’ (Teo, 2016), in this paper, we present a method to foster the skill to step out from one’s moral matrix, the invisible normalised moral order, and view oneself through the eyes of the ‘other’. Focusing on food practices, we developed a method for social self-clarification (Holzkamp, 1995). The skill to see oneself through the eyes of the ‘other’ is necessary in realising one’s entanglement in a global institutional order that foreseeably and avoidably produces severe inequalities.

Language: English

ISSN: 1464-0538, 1746-739X

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