For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book Section
Nelson Mandela's Children: Can Maria Montessori Help Set Them Free?
Book Title: Perspectives on Montessori
Pages: 49-62
Montessori method of education - Criticism, interpretation, etc.
See More
Language: English
Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022
Edition: 1st edition
ISBN: 978-94-92618-56-6
Archival Material Or Collection
Užsiėmimai Marijos Varnienės "Vaikų nameliuose" / Activities in Marija Varnienė's "Children's Home" - 1931
Available from: ePaveldas
Date: 1931
Classroom environments, Europe, Lithuania, Marija Varnienė - Biographic sources, Montessori method of education, Montessori schools, Montessori schools - Photographs, Northern Europe
See More
Abstract/Notes: Fotografija. Užsiėmimai Marijos Varnienės „Vaikų nameliuose“. Nežinomas fotografas, Kaunas, 1931 m. Nespalvota, horizontalaus formato fotografija lygiais kraštais. Darbas su raidėmis. Mergaitės dėlioja raides. Tai Rašymo pratimai (Montessori metodo), kurių tikslas – išmokti teisingai laikyti rašymo priemonę, ruošti ranką rašymui, pažinti raštišką garsų simbolį, analizuoti garsus. [Photography. Classes in Marija Varnienė's Children's Home. Unknown photographer, Kaunas, 1931 Black-and-white, horizontal-format photography with smooth edges. Working with letters. Girls put on letters. These are Writing exercises (Montessori method), the purpose of which is to learn to hold a writing instrument correctly, to prepare a hand for writing, to know a written symbol of sounds, to analyze sounds.]
Language: Lithuanian
Archive: Lietuvos švietimo istorijos muziejus / Museum of Lithuanian Education History (Kaunas, Lithuania)
Doctoral Dissertation
The Role of Collaboration in Children's Understanding of Informational Texts
Available from: University of Illinois - IDEALS
See More
Abstract/Notes: This study investigated how children collaborated with their peers to read informational texts and complete a variety of reading-related tasks. The kinds of comprehension and monitoring strategies children employed in their reading were of particular interest, especially since they had little prior knowledge about the content of the curriculum--marine animals. Children worked in pairs on three different kinds of tasks: question-answering, error detection and math problem solving. Because they discussed the tasks with each other, their comprehension strategies were made more explicit than is often the case in studies based on individual responses to questions or group discussions. The study was conducted in two classrooms, one a combined third-fourth grade in a public school and the other a first through third grade classroom in a private, Montessori school. All of the tasks were part of the on-going curriculum and observations continued for approximately six months in each classroom. From the beginning, the classroom context was viewed as an important influence on children's task behaviors. Therefore, a careful description of the context--including classroom observations and teacher interviews--guided the analysis of children's behaviors. Extensive videotaped observations of children completing the three kinds of tasks were scored for a variety of cognitive and social interactions. Individual and pair progress in comprehension (accuracy and elaboration), monitoring and collaborative behaviors was determined by examining children's scores over time and with different partners. Children's discussions with their partners were also examined to determine what kinds of interactions facilitated acquisition of information from the texts. While the study was descriptive in nature, the quality of children's partnership interactions was found to influence children's learning and comprehension behaviors more than their reading or math ability. The findings also suggest that children in their early years of elementary school can acquire considerable information from expository texts and illustrate sophisticated comprehension and monitoring behaviors when given the opportunity to collaborate with their peers.
Language: English
Published: Urbana-Champaign, Illinois, 2011
Article
Being a Supportive Listener When Children Have Feelings
Publication: The National Montessori Reporter, vol. 21, no. 1
Date: 1997
Pages: 18–20
See More
Language: English
Article
Why Praise is Not Good for Our Children
Publication: Montessori Australia eArticle, vol. 2015, no. 2
Date: 2015
See More
Language: English
Article
The Effects of Montessori Training Program for Mothers on Mathematics and Daily Living Skills of 4-5 Year-Old Montessori Children
Available from: Association for the Development of Early Childhood Education in Turkey
Publication: Erken Çocukluk Çalışmaları Dergisi / Journal of Early Childhood Studies, vol. 3, no. 2
Date: 2019
Pages: 278-299
Asia, Mathematics education, Middle East, Montessori method of education, Parent education, Practical life exercises, Turkey, Western Asia
Article
Das zweite Montessori-kinderhaus in Berlin [The second Montessori children's house in Berlin]
Available from: Atlante Montessori
Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1, no. 3/4
Date: 1924
Pages: 238
Europe, Germany, Western Europe
See More
Language: German
Article
Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 46, no. 2
Date: 2014
Pages: 299-311
Asia, China, Comparative education, East Asia, Montessori method of education - Evaluation, Taiwan
See More
Abstract/Notes: The study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies than students who attended non-Montessori elementary programs. One hundred ninety six children in first, second, and third grade participated in the study. Children’s scores were measured by Elementary School Language Ability Achievement Test (ESLAAT), Elementary School Math Ability Achievement Test (ESMAAT), and Social Studies Ability Achievement Test (SSAAT). One-way multivariate analysis of variance (MANOVA) showed that students who had Montessori experience had a significantly higher score in language arts in all three grade levels. In math, first grade students scored higher but not second and third grade students. However, in social studies, students who had received Montessori education did not score significantly higher than the non-Montessori students. There was also no significant difference between the number of years spent in Montessori programs and students’ language arts, math, and social studies test scores in first, second, and third grade.
Language: English
DOI: 10.1007/s13158-014-0108-7
ISSN: 0020-7187, 1878-4658
Book Section
La formazione delle insegnanti montessoriane delle Case dei Bambini [The training of Montessori teachers of the Children's Homes]
Book Title: Valore educativo e sociale della scuola materna: atti [Educational and social value of the nursery school: proceedings]
Pages: 87-92
Conferences, Montessori method of education - Criticism, interpretation, etc., Trainings
See More
Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1963
Article
The Advanced Municipal Montessori School for Children from 12-17 Years of Age [Amsterdam]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1957, no. 3/4
Date: 1957
Pages: 32–34
Europe, Holland, Montessori method of education, Netherlands, Western Europe
See More
Language: English
ISSN: 0519-0959