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Article
In the Spirit of Te Whariki [New Zealand's national early childhood curriculum]
Publication: Montessori Education, vol. 8, no. 6
Date: 1998
Pages: 22–23
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Language: English
ISSN: 1354-1498
Article
Meadowbrook Conference: A Curriculum for the 21st Century
Publication: Montessori Education, vol. 8, no. 6
Date: 1998
Pages: 2
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Abstract/Notes: Meadowbrook Montessori Institute, Berkshire, May, 1998
Language: English
ISSN: 1354-1498
Article
Helping Students with Learning Differences Through the Practical Life Curriculum
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 20-21
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education, People with disabilities, Practical life exercises
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Language: English
ISSN: 1054-0040
Article
A Model of Integrative Planning for Cultural Curriculum [ages 9-12]
Publication: Montessori Life, vol. 9, no. 4
Date: 1997
Pages: 24–25
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Abstract/Notes: Chart
Language: English
ISSN: 1054-0040
Article
A Close Examination of the Montessori Curriculum
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 26-27
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Language: English
ISSN: 1054-0040
Article
The Public School Curriculum in Montessori
Publication: Family Life (AMI/USA), no. 6
Date: Spring 1985
Pages: 14-15
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Language: English
Master's Thesis (Action Research Report)
Cultivating Engagement and Improving Reading Scores Through the Cosmic Curriculum
Available from: St. Catherine University
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Abstract/Notes: The intent of this research was to determine the effect of focusing on cultural lessons as a way to increase student engagement and reading scores. The research study took place in a Montessori charter school in an E1 class, focusing on ten specific students ages six through nine. The four sources of data collection used in this research included pre and post reading scores, student writing samples, an observational checklist and student conferencing. While students’ reading scores did not improve writing scores did. Data also showed an increase in interest in cultural subjects as well as an increased interest in attending formal lessons. Students were more engaged throughout the day but most asked that cultural lessons be taught at the end of the day in order for them to focus on their math and language works.
Language: English
Published: St. Paul, Minnesota, 2013
Master's Thesis (Action Research Report)
Montessori Mathematics Curriculum and Lower Elementary Students Understanding of Length Measurement
Available from: St. Catherine University
Action research, Lower elementary, Mathematics education, Montessori method of education
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Abstract/Notes: The intent of this action research project was to determine to what extent the Montessori Mathematics curriculum support lower elementary students’ understanding of length measurement. The research took place in a private Montessori school classroom with first and second-grade students. There were 22 students in the class, 11 first graders, and 11 second-graders. Data was collected through a pre and post-test, field notes, and observations. The students also kept a journal and performed self-assessments. Photographs were taken to record the students’ use of different measurement tools. Children’s literature about length measurement was read and discussed with the students. The data indicated that students in first and second grade have a difficult time understanding length measurement, particularly reading standard measurement tools. While the Montessori mathematics curriculum supports student understanding of length measurement, it is clear that some of the students need to have other opportunities using nonstandard tools. Overall, the Montessori mathematics curriculum supported students understanding of length measurement. The findings suggest that additional materials need to be introduced in the classroom for students to utilize, and many opportunities are available to measure with nonstandard tools to completely understand measurement and length.
Language: English
Published: St. Paul, Minnesota, 2015
Master's Thesis (Action Research Report)
The Effects of a Peace Curriculum on Reducing and Resolving Conflicts Among Children Ages 3-6 Years
Available from: St. Catherine University
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Abstract/Notes: An important part of a child’s development is learning how to relate to other children appropriately (Sidorowicz & Hair, 2009). The purpose of this study was to determine whether teaching children about peace would help them to reduce or resolve conflicts in the classroom. The study took place in a suburban Montessori classroom of 26 children, ages three to six years. The Research Methodology section of this Action Research report details the peace lessons and materials used in the peace curriculum. The data collection included observations of children’s conflicts and resolutions, conferences with the children and teachers, and children’s journal writings. The results of the study determined that, as the peace curriculum was implemented, there was a clear reduction in the number of daily conflicts among the children. Also, children involved in conflicts shifted from requiring a lot of teacher involvement to resolve their conflicts to needing little or no teacher involvement in the resolution. Suggested further research includes expanding the peace curriculum lessons over the entire year. In addition, further lessons and work could be added.
Language: English
Published: St. Paul, Minnesota, 2015
Master's Thesis (Action Research Report)
Grace in the Face of Conflict: Can Grace and Courtesy and Peace Curriculum Lessons Create a Peaceful Classroom?
Available from: St. Catherine University
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Abstract/Notes: The purpose of the study was to determine if consistent and purposeful Grace and Courtesy lessons would result in a decrease in student conflicts and disruptive behaviors. The study was conducted in a private Montessori school in Metropolitan NYC. The subjects were 21 Early Childhood (ages 3 to 6) students. Sources of data included a checklist of Grace and Courtesy lessons, a Zone Map to document places of conflicts/disturbances, and a Redirection/Incident journal documenting redirections and incidents by child, and the lessons given them. The conclusion was that there was not enough time to fully develop what is now understood to be a lengthy and intensive research study. The presence of “outlier” students also detracted from the message the lessons were providing. I will continue to deliver the Grace and Courtesy lessons as planned, and will reapply the same processes at the commencement of the next school year.
Language: English
Published: St. Paul, Minnesota, 2016