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Article
Die Weiterführung der Fröbel-Montessori-Ideen in der Grundschule [The continuation of the Froebel-Montessori ideas in primary school]
Publication: Praxis der Volksschule [Practice of Elementary School], vol. 3
Date: 1952
Pages: 508-513
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Language: German
Doctoral Dissertation (Ph.D.)
The interplay between teachers' beliefs and practicies in a multi-age primary school
Available from: Research Gate
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Language: English
Published: Brisbane, Australia, 2002
Book Section
Passive Solar Design of a Montessori Primary School
Available from: ScienceDirect
Book Title: Energy Conservation in Buildings
Pages: 78-84
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Abstract/Notes: Halcrow Gilbert Associates were requested to provide energy design advice at the post outline planning stage for a new Montessori School in Berkshire, England. The paper describes the design changes which were adopted in order to achieve both important energy savings and a dramatic improvement in the school's internal environment. The main passive solar features incorporated into the design for the school were a double storey atrium communal area, rooflights to enhance the daylighting of the classrooms and a ridge ventilator driven natural ventilation scheme. The objective was to realise well daylit classrooms whilst keeping heating costs low and minimising the risks of summertime overheating. Measures to prevent overheating included eave overhangs, blinds under the south-facing roof glazing and nighttime ventilation. The paper shows how a range of design tools were used to identify the impact of each design change on energy consumptions and environmental conditions. The paper demonstrates the benefits of sophisticated, yet flexible and fast-response, design tools which enable their users to meet the very short deadlines of a real building project. DOI: 10.1016/B978-0-08-037215-0.50020-1
Language: English
Published: Oxford, England: Pergamon, 1991
ISBN: 978-0-08-037215-0
Article
Base-10 Blocks: A Study of iPad Virtual Manipulative Affordances Across Primary-Grade Levels
Available from: Springer Link
Publication: Mathematics Education Research Journal, vol. 31, no. 3
Date: 2019
Pages: 349-365
Information and communications technology (ICT), Mathematics education, Montessori materials, Technology and children
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Abstract/Notes: The purpose of the inquiry was to understand how children in primary grades (i.e., preschool, kindergarten, and second grade) engaged with affordances and constraints of features in a Base-10 Blocks virtual manipulative mathematics app designed to promote learning opportunities. Researchers conducted one-to-one interviews with 100 primary grade children as they interacted with the Montessori Number Base-10 Blocks iPad app. The video data were qualitatively analyzed using open descriptive, thematic, and structured coding. Results show that children’s actions when interacting with app features can affect their engagement with designed mathematics constraints and affordances. Results also identified three emergent themes around children’s engagement with the app’s simultaneous linking features: verification, self-correction, and making connections. Findings suggest the importance of helping children identify and reflect on affordances within virtual manipulative mathematics apps. These findings also indicate that as designers, educators and researchers design or select virtual manipulative mathematics apps for classroom use; they should to consider children’s prior achievement as well as in-app perceptions and engagement with design features in the apps.
Language: English
DOI: 10.1007/s13394-019-00257-2
ISSN: 2211-050X
Article
Joyful Engagement: A Specific Lens for Observation in Montessori Primary and Elementary Environments
Publication: NAMTA Journal, vol. 34, no. 2
Date: 2009
Pages: 4-22
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Paula Leigh-Doyle uses "joyful engagement" as the main criterion for a child's success in the Montessori classroom. She defines joyful engagement in terms of Montessori's solid foundation of mind-body integration, suggesting "ways to slip port the child's nervous system (usually through movement) so that they may feel grounded, integrated, and able to process information to the fullest of their potential." For both the primary and elementary levels, she offers ways to evaluate any proposed intervention in light of whether it is compatible with the Montessori goals of joyful engagement and increasing independence. [ABSTRACT FROM AUTHOR]
Language: English
ISSN: 1522-9734
Doctoral Dissertation
Learning by Doing with Maria Montessori's Fraction Material- an Analysis of Operations and Methematical Processes of Understanding of Primary School Children
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Abstract/Notes: Parent-teacher partnership could dramatically improve educational outcomes for students (Bikmaz & Guler, 2003; Epstein, 2001). However, most teachers and parents lack knowledge and resources for creating this relationship (Christenson, 2004; Epstein, 2001; Henderson & Mapp, 2002). The interactive handbook is a tool for Montessori elementary educators and parents that addresses the common barriers to connection and develops a partnership to provide a continuation of lessons and values from the classroom to the home. The implementation is focused on the Montessori elementary context as it correlates to the "cosmic education" philosophy. Current parents and teachers in the public and private sector of Montessori elementary education evaluated the handbook, and their feedback was incorporated to be the most relevant and effective tool possible. [Reviewed in AMI Communications 2008/1]
Language: English
Published: Münster, Germany, 2006
Doctoral Dissertation
Learning Processes of Highly Gifted Children in the Free Work of the Montessori Method - an Empirical Analysis on the Basis of Individual Case Studies in Montessori Primary Schools
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Abstract/Notes: The beginnings of the dissertation by Esther Grindel, holder of the Montessori diploma and former assistant at the Montessori Centre, also date back to this time. The survey analyses in an empirical way how and under which conditions highly gifted primary school children can learn according to their individual competencies and needs in the periods of Free Work, which is a characteristic way of learning in the Montessori Method. On the basis of four descriptive case studies of highly gifted students of a Montessori primary school typical structures of their ways of learning during the Montessori Free Work are investigated in a comparative analysis. The results, which are discussed in the context of current findings of the research on high abilities, are of great interest to both the Montessori schools and for the fostering at regular schools. A publication of the work as part of the series “Impulses of New Education” is in preparation.
Language: English
Published: Münster, Germany, 2005
Article
Zur Frage der schöpferischen Phantasie bei vorschulpflichtigen Kindern (Zusammenfassung eines Vortrages) [On the question of creative imagination in preschool children (summary of a lecture)]
Publication: Die Neue Erziehung, vol. 14
Date: 1932
Pages: 678-679
Imagination in children, Montessori method of education, Preschool children, Preschool education
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Language: German
Article
Language and the Child under Three: Transitions to Primary Class
Publication: NAMTA Bulletin
Date: Mar 2004
Pages: 6-15
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
Montessori and Team Sports: Field Hockey [Mater Amoris Montessori School, Ashton, Maryland]
Publication: NAMTA Bulletin
Date: May 2000
Pages: 5-7
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English