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Article
Annual General Meeting [Agenda, etc.]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1996, no. 1
Date: 1996
Pages: 4–5
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Language: English
ISSN: 0519-0959
Article
Annual General Meeting of the Association Montessori Internationale [Agenda, etc.]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2001, no. 1
Date: 2001
Pages: 34–35
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Language: English
ISSN: 0519-0959
Article
Annual General Meeting of the Association Montessori Internationale [Agenda, etc.]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1998, no. 1
Date: 1998
Pages: 40–41
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Language: English
ISSN: 0519-0959
Article
Annual General Meeting of the Association Montessori Internationale [Agenda, etc.]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1999, no. 1
Date: 1999
Pages: 6–7
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Language: English
ISSN: 0519-0959
Article
Annual General Meeting of the Association Montessori Internationale [Agenda, etc.]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2000, no. 1
Date: 2000
Pages: 16–17
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Language: English
ISSN: 0519-0959
Article
The Exercises [Plants, birds, etc.; Chapter 6 of her thesis, A Case for the Natural Sciences]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1965-1973), vol. 7, no. 1
Date: Summer-Fall 1971
Pages: 16-52
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Abstract/Notes: The entire issue is devoted to Rosenfeld's thesis
Language: English
ISSN: 0010-700X
Article
Productive Assistants: Tools and Techniques for Training [Reviews of training videos, workshops, etc.]
Publication: Public School Montessorian, vol. 16, no. 4
Date: Summer 2004
Pages: 20-21
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Language: English
ISSN: 1071-6246
Article
Volunteer Opportunities, Resource Updates, etc.
Publication: Public School Montessorian, vol. 19, no. 1
Date: Fall 2006
Pages: 27
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Abstract/Notes: El Boletin, Fall 2006
Language: English
ISSN: 1071-6246
Article
Mrs. Bell's Drafts of Circulars, etc.
Publication: Beinn Bhreagh Recorder, vol. 13
Date: Jul 26-31, 1913
Pages: 228-253
Montessori Educational Association (USA)
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Abstract/Notes: Includes correspondence and general announcements. Specifically includes: Invitation to Membership (p. 228); Circular Concerning the Purposes of the Association, May 25, 1913: Origin of the Association (p. 229-233); Letter, Mrs. Bell to Miss Margaret Wilson, May 22, 1913 (p. 233-234); Letter, Mrs. Bell to Mr. Carnegie, June 23, 1913 (p. 234-235); Letter, Mrs. Bell to Mrs. Russell Sage, June 15, 1913 (p. 236); Letter, Miss Todd to Mrs. Bell, June 17, 1913 (p. 237); Letter, Mrs. Bell to Miss Todd, June 18, 1913 (p. 238); Mrs. Bell's Draft of the Circular Since Sent Out (p. 239-242); Points Suggested by Mr. Fairchild (p. 243); Circular Issued by the Parents of the Pupils Attending the Montessori School at 1331 Connecticut Avenue, That Preceded the Organization [April 8] of the Montessori Educational Association [Probably issued March 1913] (p. 244-246); Circular Issued After the Organization [April 8] of the Montessori Educational Association Announcing that the Montessori School Will Re-Open October 15, 1913, at 1840 Kalorama Road, Washington, D.C. (p. 247-253).
Language: English
Master's Thesis
A Comparison of Two Approaches Used Within a Multi-tiered System of Supports That Enhance Students' Academic Achievement
Available from: Bethel University - Institutional Repository
Academic achievement, Inclusive education, Montessori method of education - Criticism, interpretation, etc., Special education
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Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.
Language: English
Published: St. Paul, Minnesota, 2023