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Article
Group Time [Learning names]
Publication: The National Montessori Reporter, vol. 5, no. 4
Date: Oct 1981
Pages: 7
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Language: English
Article
Montessori and Learning Disabilities
Publication: The National Montessori Reporter, vol. 5, no. 2
Date: Apr 1981
Pages: 4
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Language: English
Article
Montessori and Learning Disabilities
Publication: The National Montessori Reporter, vol. 5, no. 1
Date: Feb 1981
Pages: 4
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Language: English
Conference Paper
The Design of Learning Experiences: A Connection to Physical Environments.
Available from: ERIC
Annual GASCD Conference (Athens, Georgia, April 26, 1996)
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Abstract/Notes: The school environment must create a rich, beautiful, dynamic, meaningful experience for students to learn; however, architects, school boards, and the state focus almost exclusively only on the building when making design decisions. This document lists specific aspects to developing a visionary campus: one that provides a three-dimensional educational experience. Characteristics of the visionary campus include smaller size campuses, multi-age groupings, decentralized buildings, information access that goes beyond written or digital form, and sustainable architecture that is ecologically sound. (GR) Georgia Association for Supervision and Curriculum Development (GASCD)
Language: English
Article
Electrified Schoolrooms; Reader Has No Faith in Fads That Promise Royal Road to Learning
Publication: New York Times (New York, New York)
Date: Aug 26, 1912
Pages: 8
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Language: English
ISSN: 0362-4331
Book Section
Learning for Peace: The Montessori Way
Available from: Springer Link
Book Title: Peace and War: Historical, Philosophical, and Anthropological Perspectives
Pages: 155-173
Cosmic education, Mahatma Gandhi, Maria Montessori - Biographic sources, Peace education, Rabindranath Tagore
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Abstract/Notes: Well into the 1930s, the Italian Maria Montessori stated at the European Congress for Peace in Brussels that ‘preventing conflicts is the work of politics; establishing peace is the work of education’. She explicitly linked peace to education and promoted a kind of learning that deviates from mainstream traditional education. Learning for peace was a way of showing that education is not simply about the teaching of literacy and numeracy skills but that it serves a larger purpose, a ‘public common good’. As we gradually approach the twenty-first century, there is a need to rethink about ways in which our educational system can respond to the global challenges. This chapter shows that there are possibilities to build on age-old legacies and theories to improve the quality of education and contribute to a more sustainable future. The focus is on Maria Montessori who somehow appears to be a rare name in the philosophy of education and peace literature.
Language: English
Published: Cham, Switzerland: Palgrave Macmillan, 2020
ISBN: 978-3-030-48671-6
Article
The Montessori Approach to Learning
Publication: National Catholic Educational Association Bulletin, vol. 58
Date: Aug 1961
Pages: 320-322
National Catholic Education association Convention
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Language: English
ISSN: 1060-8559
Report
The Bronx New School: Weaving Assessment into the Fabric of Teaching and Learning. A Series on Authentic Assessment and Accountability
Available from: ERIC
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Abstract/Notes: In 1987, parents and teachers from diverse neighborhoods of a local school district in New York (New York) founded the Bronx New School, a small public elementary school of choice that was meant to be learner-centered, with high standards for all. The school was organized into heterogeneous, multi-age classes and structured to encourage collaboration among faculty, students, and families. In spite of political stresses, the school's founding values have survived. This report focuses on the first 3 years of its life, a time when a comprehensive assessment system was designed and used throughout the school. The assessment system was designed to support instruction and learning through the collection of descriptive records of student growth. Teacher-kept records, student-kept records, and samples of student work in portfolios are used in combination to develop a picture of student learning. A developmental framework constructed by teachers provides a general guide for expectations of
Language: English
Published: New York, New York, Sep 1994
Book
Learning Together: A Manual for Multiage Grouping
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Abstract/Notes: This volume provides an examination of the theoretical basis for preschool through elementary school multiage grouping, a realistic picture of what it looks like, some guidelines for planning and implementing a multiage model, and recommendations from practicing multiage teachers. Chapter 1 defines multiage grouping and provides a brief history of the movement. Chapter 2 supplies the theoretical framework by examining which theories contribute to the creation of a solid foundation upon which multiage grouping is built. The theories are cognitive, social learning, sociocultural, psychosocial, and ecological. Chapter 3 provides the readers with the common beliefs and the curricular, instructional, and assessment elements inherent in multiage settings. Chapter 4 describes four sites that are currently using multiage models. Chapter 5 follows with some down-to-earth advice on how to get stared and how to be assured that a program will be solid enough to overcome some of the barriers
Language: English
Published: Thousand Oaks, California: Corwin Press, Inc., 1995
ISBN: 0-8039-6267-3
Report
Research on Multi-Age/Multi-Grade Classes: Report to the Teaching and Learning Issues Group
Available from: ERIC
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Abstract/Notes: Multiage/multiability grouping is when more than one grade level of students is grouped in a classroom. This report summarizes the research on multiage/multiability grouping in the primary grades. The paper, which is intended for use in Kentucky's educational system, focuses on quantitatively based comparative research syntheses. The text describes the Primary Program and looks at factors that may explain improved learning and test results. It asks numerous questions: "What are the problems in implementing the multi-age/multi-grade grouping attribute of the Primary Program?""Does the multi-age requirement limit implementation of other critical attributes of the Primary Program?""Are there inconsistencies between the Primary Program and other components of the Kentucky Education Reform Act?""What are the findings from research studies on multiage/multigrade grouping?" and "What effect has Kentucky's Primary Program had on the number of children labeled 'exceptional' in grade 4?" Each
Language: English
Published: Lexington, Kentucky, May 1997