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Article
Montessori: A Revival in Full Swing?
Publication: U.S. Catholic
Date: 1964
Pages: 18-24
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Language: English
ISSN: 0041-7548
Article
Half of Elementary Programs Have Full-Time Aides, Survey Says
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 4, no. 2
Date: Winter 1992
Pages: 19
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Language: English
ISSN: 1071-6246
Article
The Case Against Full-Day Programs
Publication: Public School Montessorian, vol. 16, no. 1
Date: Fall 2003
Pages: 19, 22
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Language: English
ISSN: 1071-6246
Article
False Alarm [Review of Standardized Childhood by Bruce Fuller]
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 8-9
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Language: English
ISSN: 1071-6246
Article
A Real Threat [review of Standardized Childhood by Bruce Fuller]
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 8, 21
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Language: English
ISSN: 1071-6246
Book Section
Beyond the Basic Needs: Nurturing the Full Potential of the Upper Elementary Child
Available from: ERIC
Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996
Pages: 30-40
AMI/USA National Conference (Bellevue, Washington, 25-26 July 1996), Americas, North America, United States of America, Upper elementary
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Language: English
Published: New York: American Montessori Internationale of the United States (AMI/USA), 1997
Master's Thesis (Design)
Full Circle Futures: Educating the Next Generation on Circular Design Practice
Available from: OhioLINK ETD Center
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Abstract/Notes: Environmental concerns continue to increase daily, leaving many wondering what they might do to minimize their impact on the planet. As a result, it is critical to educate the general public, particularly secondary school students, about embracing more sustainable practices. As these students will become our society's future designers and consumers, it is crucial to equip them with the necessary tools and knowledge to foster a more responsible future for our environment and climate. This starts with smart, responsible design. As the Ellen MacArthur Foundation says, “Waste and pollution does not exist by accident, it is the result of design decisions” (2021). To adequately equip our future decision-makers, it is crucial to educate them on the importance of Circular Design (CD), a way of designing products that fit into the Circular Economy (CE). The CE is an environmentally sustainable “system of closed loops, where nothing becomes waste, and everything has value” (Foundation, 2021). However, CD is rarely integrated into the curricula of public schools, with sustainable education predominantly offered within Montessori environments or at the university level. This usually means that public school students are left out of this important equation. There is little evidence to support that CD is currently widely taught in many schooling environments. This research study aims to understand how we might best educate Gen Z public school students on the foundations of CD. Additionally, it seeks to determine whether an elevated level of content regarding CD can influence these students to become more conscientious about their role in the world and how they can apply these practices to their daily lives. Through three phases of applied research methods, this study explores how we might dress this gap. The first phase relies on a literature review to create CD learning tools for students and teachers, which were then refined with Montessori educators in phase two through phenomenological research. Finally, in phase three, these tools were tested with public school students through action research in a hands-on learning workshop. Phase three was crucial, as it reflects the public student voice and led to the identification of how these tools and the general foundations of CD were perceived. Students were required to complete a post-workshop survey, which was analyzed and evaluated to understand how much CD content these students retained. The ultimate goal of this research was to create a short-form CD curriculum for Gen Z secondary school students, heightening their awareness of the importance of living and consuming more responsibly as they transition into independent decision-making roles and, in some cases, future designers. It is hoped that this research contributes to the ongoing discourse on CD education and its impact on sustainable design’s future. The young people of today hold a significant influence on tomorrow. As an academic community, we must engage in conversations about this topic and recognize Gen Z's pivotal role in shaping a sustainable, circular future. The future is circular. The future is now.
Language: English
Published: Cincinnati, Ohio, 2023
Article
Northwoods Montessori Full-Day Program
Publication: NAMTA Journal, vol. 21, no. 3
Date: 1996
Pages: 70-77
Americas, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, United States of America
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Abstract/Notes: Describes the trial-and-error approach of Northwoods (Atlanta, Georgia) Montessori School's experiment in all-day Montessori for preschoolers. Contrasts the school's original half-day program with the subsequent all-day programs, and outlines student and teacher schedules. (MDM)
Language: English
ISSN: 1522-9734
Article
An Analysis of Music Textbook in Kindergarten and the First Grade of Elementary School / Maria Montessori 의 유아기 음악지도법에 관한 연구
Available from: RISS
Publication: 論文集 - 광주보건대학 [Gwangju Health College - Research Papers], vol. 12
Date: 1987
Pages: 349-369
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Abstract/Notes: The purpose is to compare the Kindergarten music textbooks with those of the first grade of elementary school and analyze them, to examine whether the correspond to children's developmental characteristics whether the music education of Kindergarten and the first grade have a connection each other. The subject of this study are as follow: 1. What are the objects of music education in Kindergarten and the first grade? 2. How are the contents of music education in Kindergarten and the first grade? 3. Do the songs mentioned in the music textbook of Kindergarten and the first grade coincide with children's musical charateristics? The method of this study: Comparing the objects and contents of the collection of guiding child education materials' with those of the pleasant lives' guide book for teacher, I analyze the songs gathered in each book through the aspect of contents, composition, length, rhythm and voice-ranges. The result of this study are as follows: 1. The music education of the first grade presents the goal which 'the musicality of children is enlightened, through desirable musical experiences and the harmonious emotion and creativity.' On the contrary, the goal of music is not presented in Kinergarten education. 2. The spheres of music education contents in the first grade are divided into three, as like the basic capability, the expression capability, and the appreciation, 3. The songs of the first, grade are estimated that they are selected to correspond to children's musical characteristics, on the other hand, those of Kindergarten have many problems in the aspect of composition, length, rhythm and voiceranges. The conclusions derived from the results. The music education of Kindergarten should be carried out coinciding with children's growth, connecting with that of elementary school.
Language: Korean
Book Section
School Segregation in the Free School Choice Context of Dutch Cities
Available from: Bloomsbury Academic
Book Title: Understanding School Segregation: Patterns, Causes and Consequences of Spatial Inequalities in Education
Pages: 155-178
Europe, Holland, Netherlands, Public Montessori, Western Europe
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Abstract/Notes: Recently, new comparative studies of the levels and causes of ethnic and socio-economic segregation across various European cities reveal that the physical separation of people belonging to different social groups is on the rise (Tammaru et al. , 2016) . While studies of the effect of the spatial environment, notably the neighbourhood, reveal that where one lives only modestly affects life chances such as work, income and health directly (Musterd et al. , 2003; Andersson et al. , 2007; Van Ham et al. , 2012) , other studies suggest that indirectly, via spatial sorting (Sampson, 2012) and access to specific amenities, the residential neighbourhood has effects (negative but also positive) on life chances. One of the key mechanisms through which place of residence may affect life chances is through schools. While the body of literature on school effects is vast and a plethora of effects have been...
Language: English
Published: London, England: Bloomsbury Academic, 2018
ISBN: 978-1-350-03351-1 978-1-350-03354-2 978-1-350-03352-8