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Article
Including Children with Mental Retardation in the Religious Community
Available from: SAGE Journals
Publication: Teaching Exceptional Children, vol. 33, no. 5
Date: May/Jun 2001
Pages: 52-58
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Abstract/Notes: This article describes practical strategies for promoting inclusion in religious programs. Strategies are provided for including children with mental disabilities, mild mental retardation, moderate mental retardation, and severe to profound mental retardation, and older students with mental retardation. Strategies are also provided for preparing peers and working with families.
Language: English
DOI: 10.1177/004005990103300508
ISSN: 0040-0599, 2163-5684
Article
Community Service with a Touch of Class
Publication: Tomorrow's Child, vol. 16, no. 4
Date: 2008
Pages: 26
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Language: English
ISSN: 1071-6246
Article
Evaluating Student Food Selections After a Nutrition Education Intervention in a Montessori Community School
Available from: The Annals of Family Medicine
Publication: The Annals of Family Medicine, vol. 20, no. Supplement 1
Date: Mar 2022
Pages: Submission 3129
Montessori schools, Nutrition education
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Abstract/Notes: Context: Schools are unique sites for nutrition education interventions due to their ability to provide educational activities as well as meals, allowing for observation of behavior change. Nutrition education and physical activity awareness programs implemented in the school setting have the potential to positively impact students’ eating habits. Eating habits are developed at a young age, but few efforts have been made to deliver and assess education interventions in the pre-K through grade 3 age group. Objective: The purpose of this study was to evaluate student food selections before and after a nutrition education intervention was implemented in a Montessori school. Human Subjects Review: Approved as non-regulated research by the UTSW IRB. Study Design: Retrospective exploratory analysis. Setting: A single Montessori community school with students in grades pre-K through grade 3. Instrument: Aggregate lunch food selection data, including total food items offered and total food items left over, via daily production records. Main Outcome Measures: Records were collected from three school years to compare the food acceptability – the percent of food item taken from the total offered - of fruit (F), vegetable (V), F&V, 0% milk, 1% milk, and all milks before and after the implementation of the intervention program. Food acceptability served as a proxy for food consumption. Results: In all years, fruit (82.88%) and all milks (81.74%) were well accepted by students, but vegetables (62.00%) were not. The study found that from year 1 to year 2, there were statistically significant (p <0.0001) decreases in intake in all categories. This trend continued when comparing year 1 to year 3. Conclusions: Prior studies show that even in successful interventions, when vegetable or F&V intake does increase, changes are minimal. These findings corroborate the difficulties prior studies have demonstrated in changing students’ food selections for the better, particularly regarding vegetable consumption. This analysis of production records showed a decline in acceptability of foods over the three years. It is unclear if these changes are directly related to the instructional program, due to the presence of confounding factors. Future studies should attempt to reevaluate nutrition education and subsequently conduct a plate-waste study for a more accurate representation of food consumption before and after an intervention.
Language: English
ISSN: 1544-1709, 1544-1717
Article
Montessori in an Indigenous Community
Publication: Montessori Articles (Montessori Australia Foundation)
Date: n.d.
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Language: English
Article
Community-Based Montessori Education at La Esperanza [El Salvador]
Publication: Montessori Life, vol. 7, no. 4
Date: 1995
Pages: 18–19, 21
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Language: English
ISSN: 1054-0040
Article
Building Community with Clay
Available from: ProQuest
Publication: Montessori Life, vol. 25, no. 4
Date: Winter 2013
Pages: 38–41
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Language: English
ISSN: 1054-0040
Article
Harmony in the Montessori Community
Publication: Montessori Life, vol. 9, no. 1
Date: 1997
Pages: 17–18
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Abstract/Notes: Address delivered at Montessori Congress, Rome, November, 1996
Language: English
ISSN: 1054-0040
Article
Elements of a Just Adolescent Community
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 2
Date: 2008
Pages: 32-39
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Language: English
ISSN: 1054-0040
Article
Building a Just Adolescent Community
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 1
Date: 2008
Pages: 36-42
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Abstract/Notes: Lawrence Kohlberg, a psychologist, coined the term "Just Community" to describe a community built on trust and resolution, in which each member participates democratically in the development of the rules and regulations that govern their community life (Kohlberg, 1985). In a school, this means that students and teachers alike actively participate in moral discussions about issues involving relationships between students and staff; each member of the community is held accountable to the group (Kohlberg, 1985). As such, the Just Community represents a type of moral laboratory, an opportunity for students to discuss and resolve moral issues that arise, and equally if not more importantly, to "act" morally in accordance with the rules set forth by the group. Kohlberg saw the Just Community as based on the concepts of justice (fairness and equal rights), and benevolence (social responsibility and altruism), and as inspired by a sense of group solidarity. Thus, broadly speaking, the Just Community represents a type of benevolent participatory democracy. The importance of many of the principles underlying a Just Community, such as justice, equal rights, and benevolence, have been recognized for many years. Creating a Just Community among junior high students requires an understanding of the unique developmental characteristics and needs of the adolescent age. In this article, the authors highlight the physical, social, cognitive, and emotional characteristics of young adolescents and the needs these characteristics suggest. Although they discuss these characteristics and needs in four realms, these realms are clearly interconnected in adolescence, just as in earlier stages of development (National Research Council and Institute on Medicine [NRCIM], 2006). The physical changes brought on by puberty heighten social, emotional, and intellectual tensions-- the adolescent is making, at times, the awkward transition from child to adult.
Language: English
ISSN: 1054-0040
Article
Art Expo '96: Celebrating the Creativity of Children [Maple Knoll Village retirement community, Cincinnati, Ohio]
Publication: Montessori Life, vol. 8, no. 3
Date: 1996
Pages: 29
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Language: English
ISSN: 1054-0040