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Article
Why Don't Students Like School?
Available from: ProQuest
Publication: Montessori Life, vol. 22, no. 3
Date: Fall 2010
Pages: 19A-20A
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Language: English
ISSN: 1054-0040
Article
Students Work for the Greater Good
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 3
Date: Fall 2016
Pages: 17
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Abstract/Notes: While I was accustomed to seeing students take on projects to collect funds (or canned food, shoes, blankets, etc.) for people in need, Middle School students at Valley Montessori School (Livermore, CA) took things further a few years ago.(Both purchases helped to protect and preserve threatened and endangered habitats.) Classes have also raised funds for the grassroots campaign Nothing but Nets, which provides much-needed bed nets to keep out mosquitoes and help prevent malaria in Africa.After learning that AMS 2016 Living Legacy Carolyn Kambich spoke about building Montessori schools and teacher training centers in Uganda at the AMS 2016 Annual Conference, Valley Middle School students determined that they should host a breakfast and boutique event, in which they would make and sell breakfast foods and craft items, to educate others about and raise money for this endeavor.
Language: English
ISSN: 1054-0040
Article
A Student's Perspective on Bullying
Publication: M: The Magazine for Montessori Families
Date: Sep 2006
Pages: 16–17
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Language: English
Article
Montessori Children Make Good Music Students
Publication: Family Life (AMI/USA), no. 6
Date: Spring 1985
Pages: 18-19
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Language: English
Article
Case Study of a Nongraded, Multiage Elementary School: Benefits Perceived by Teachers, Students, and Parents
Publication: ERS Spectrum, vol. 14, no. 4
Date: 1996
Pages: 16-26
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Abstract/Notes: Summarizes a case study examining how a nongraded, multiage schooling structure differs from a traditional grade structure, based on participants' perceptions. The ungraded school studied used responsive instruction, fostered student leadership and collaboration, created a family of learners, and encouraged student independence and responsibility. These themes helped educators create democratic schooling structures. (15 references) (MLH)
Language: English
ISSN: 0740-7874
Article
Message to Students
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1974, no. 4
Date: 1974
Pages: 9–11
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Language: English
ISSN: 0519-0959
Article
Maria Montessori to the Students of Her Advanced Course
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 2/3
Date: 1986
Pages: 38–39
Asia, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, South Asia, Teacher training
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Abstract/Notes: Excerpt from last lecture of the Advanced Training Course, March 29, 1944, Kodaikanal, India
Language: English
ISSN: 0519-0959
Master's Thesis (Action Research Report)
The Impact of Trauma-Informed Strategies on Self-Regulation and Sense of Belonging in Elementary Students
Available from: St. Catherine University
Action research, Upper elementary
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Abstract/Notes: The purpose of this action research was to determine the effects of trauma-informed strategies on self-regulation and sense of belonging in elementary students. The research took place over a six-week period in an upper elementary classroom in a public Montessori school in the MidAtlantic. The population included 20 students ages 9-11. The intervention utilized traumainformed strategies such as mindfulness, yoga, community building, a calm box, and solo time. Data was collected through daily observations, a daily log, pre- and post-intervention questionnaires, and student journals. The repertoire of interventions proved to be beneficial in positively affecting self-regulation among students. Some positive effects were seen on student sense of belonging, particularly in terms of teacher-student relationships, laying the groundwork for continued growth in this area. The success in establishing positive connections and building self-regulation points to the usefulness of this research as initial steps in applying traumainformed strategies in the classroom. Continued research is needed to determine the effectiveness of further applications of trauma-informed strategies in additional domains, such as academic achievement, social-emotional learning, agency and empowerment, and restorative discipline.
Language: English
Published: St. Paul, Minnesota, 2019
Article
Talk Given at a Day Conference of Past Students Held in the Montessori College, Sion Hill, Blackrock, Dublin
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1980, no. 4
Date: 1980
Pages: 14–21
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Language: English
ISSN: 0519-0959
Master's Thesis (Action Research Report)
What Evidence of Change Emerges When Students with Behavioral and Learning Challenges are Placed in an Early Childhood Montessori Environment in Rural China?
Available from: St. Catherine University
Action research, Asia, China, Early childhood care and education, Early childhood education, East Asia, Montessori method of education
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Abstract/Notes: Under current circumstances, educational issues such as the achievement gap, non-cognitive development, Executive Function, and students with challenging behaviors impact day-to-day classroom practices and fundamentally reshape the results of education. The purpose of this research was to utilize the Montessori environment and principles, as well as the "normalization" approach developed by Dr. Maria Montessori, to help students with behavioral and learning challenges find the balance of their mental developmental processes and maximize their academic achievement at the same time. This action research conducted focused-group case studies of the Montessori Normalization process for children possessing behavioral and learning challenges at a preschool in rural China. The research applied pre-and post-assessment for the 3-6-year-old participants to investigate the evidence of improvement. The assessment utilized indicators based on symptom guidelines for ADHD, ASD, Learning disorders, and Learning Difficulties, published by the US Centers for Disease Control and Prevention (CDC). The study’s findings indicate that the Montessori-guided early childhood education intervention had helped students with behavioral and learning challenges, thereby providing an alternative solution for addressing the challenge of the development gap. This research also suggested that Montessori-based classrooms provide a positive, nurturing environment for gifted children with learning difficulties (exceptional learners) who confront challenges in a mainstream classroom.
Language: English
Published: St. Paul, Minnesota, 2022