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541 results

Article

Handwriting and Spelling for Primary and Elementary Classes

Publication: NAMTA Quarterly, vol. 6, no. 3

Pages: 52-56

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

Article

A Silent Walk (Primary)

Publication: NAMTA Journal, vol. 17, no. 3

Pages: 44–46

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Article

How to Include a Science Lab in a Montessori Primary Classroom

Publication: NAMTA Quarterly, vol. 10, no. 1

Pages: 27-33

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

Book

The Educational Environment: Approaches to Primary Education

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Abstract/Notes: Report of an international conference held at the Froebel Educational Institute, Roehampton, London in July 1970.

Language: English

Published: London, England: World Education Fellowship and Montessori Society in England, 1971

Book

The Normal Child and Primary Education

Available from: HathiTrust

Early childhood care and education, Early childhood education

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Language: English

Published: Boston, Massachusetts: Ginn and Company, 1912

Conference Paper

mLearning in Primary Education: An Online Teacher Training Proposal Based on Montessori Education Principles

Available from: IATED Digital Library

12th International Conference on Education and New Learning Technologies

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Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.

Language: English

Pages: 7979-7983

DOI: 10.21125/edulearn.2020.2004

ISBN: 978-84-09-17979-4

Book

Työkasvatus päiväkodissa sekä peruskoulun ala-asteen Freinet ja Montessori-luokilla [Work education in kindergarten and in Freinet and Montessori classes in primary school]

Célestin Freinet - Philosophy, Elementary education, Elementary schools, Freinet Modern School Movement, Maria Montessori - Philosophy, Montessori method of education, Preschool education

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Language: Finnish

Published: Helsinki, Finland: Helsingin yliopisto, 1999

Book

Montessoripedagogiikan kokeilu ala-asteella: lukuvuosi 1984-1985 [An experiment in Montessori pedagogy in primary school: the academic year 1984-1985]

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Language: Finnish

Published: Helsinki, Finland: Kouluhallitus, 1986

ISBN: 951-860-044-9 978-951-860-044-5

Series: Kokeilut

B.Arch

A Montessori Based Pre-Primary School and Training Centre for the Eastern Cape

Africa, Montessori method of education, South Africa, Southern Africa, Sub-Saharan Africa

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Language: English

Published: Port Elizabeth, South Africa, 1992

Report

Kentucky's Primary Program: A Progress Report

Available from: ERIC

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Abstract/Notes: This report documents the progress that school districts in Kentucky have made in implementing provisions of the Kentucky Education Reform Act of 1990. This bill mandated that all elementary schools become non-graded, multi-age, multi-ability primary schools by the fall of 1993. During the spring of 1993, observations and teacher surveys were conducted in 46 schools in a geographically stratified random sample to determine the progress teachers were making in implementing the primary program. Principals in each of the schools were asked to recommend the classrooms in which they believed the teachers had made the greatest progress toward implementation. Among the results noted in the report are that teachers have made some progress in designing flexible physical environments that facilitate a variety of group and individual activities. Nevertheless, the classrooms were still teacher-dominated, possessed few learning centers, and exhibited few instances of discovery learning,

Language: English

Published: Lexington, Kentucky, Feb 1994

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