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Article
Muziek in de Montessori School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 12, no. 5
Date: Apr 13, 1929
Pages: 37-38
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Language: Dutch
Article
Strategic financial aid: One school's story
Publication: NAMTA Journal, vol. 35, no. 1
Date: 2010
Pages: 129-132
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
IMC School Accreditation Program
Publication: Montessori Leadership
Date: 2004
Pages: 10–11
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Language: English
Article
Begin a School Around the Needs of the Child
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1978, no. 3/4
Date: 1978
Pages: 25–26
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Language: English
ISSN: 0519-0959
Article
Community Vision of the School
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 259–274
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Doctoral Dissertation (Ed.D.)
Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System
Available from: ProQuest - Dissertations and Theses
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom
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Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.
Language: English
Published: Stillwater, Oklahoma, 2006
Article
Organisatie in de Montessori School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 9, no. 11
Date: Sep 18, 1926
Pages: 92
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Language: Dutch
Book
Schools of Thought: Pathways to Educational Reform: Conference Proceedings, Washington, D.C., February 28-March 3, 1991
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Language: English
Published: Cleveland, Ohio: NAMTA, 1991
Book Section
On the Application of Science to the School
Book Title: The Discovery of the Child
Pages: 1-18
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Abstract/Notes: Formerly entitled The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses. This book was first published in 1909 under the title 'Il Metodo della Pedagogia Scientifica Applicato all'Educazione Infantile nelle Case dei Bambini' ('The Montessori Method: Scientific Pedagogy as Applied to Child Education in the Children's Houses) and was revised in 1913, 1926, and 1935. Maria Montessori revised and reissued this book in 1948 and renamed it 'La Scoperta del Bambino'. This edition is based on the 6th Italian edition of 'La Scoperta del Bambino' published by the Italian publisher Garzanti, Milan, Italy in 1962. M. J. Costelloe, S. J. translated this Italian version into the English language in 1967 for Fides Publishers, Inc. In 2016 Fred Kelpin edited this version and added many footnotes. He incorporated new illustrations based on AMI-blueprints of the materials currently in use.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017
ISBN: 978-90-79506-38-5
Series: The Montessori Series , 2
Article
School Notice
Publication: Montessori Society Review, vol. 7
Date: 1996
Pages: 7
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Abstract/Notes: Accreditation by the Montessori Education (U.K.) Council
Language: English