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Conference Paper
Positive Socialization in an Educational Inclusion Group of a Montessori Elementary School
Available from: IATED Digital Library
8th International Conference on Education and New Learning Technologies
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Abstract/Notes: The purpose of the present work was to foster positive socialization in a multilevel group of a Montessori elementary school comprised by 20 students between 9 and 12 years old and many students with Special Education Needs. Positive socialization refers to the group of behaviors to aid the more vulnerable and concern for the others (Rudolph, 2000). It is important to nurture these behaviors during the school age since this is the stage where students require them to foster healthy coexistence and cooperation, as well as respect for differences and diversity among peers, which is closely related to educational inclusion, which premise is to make a school for all, for which the creation of spaces where coexistence and differences acceptance are nurtured taking into account the needs of each student (Romera, 2008). The Elementary Education Syllabus in Mexico mentions the inclusion principle, which emphasizes the teaching of values, attitudes and behaviors towards helping the others (Secretary of Public Education, 2011). Under this perspective, a traditional empirical quantitative applied field study was conducted. The design was of only one group, with two pretest-posttest measurings in which also 5 teachers participated in the group activities. The group was assessed in Positive socialization by means of the Socialization Battery BAS-3 by Silva and Martorell (1987) which defines a child’s profile by five factors. The pretest results indicated five subjects obtained a scoring below the mean value in the Concern for the others scale, this meant the subjects had little social sensitivity or concern for others. In addition, the Inclusive Practices in the Classroom Evaluation Guideline in its observation and self-report version by Garcia, Romero and Escalante (2009) was applied, which allowed to measure the levels of educational inclusion in the group. The results determined that four teachers obtained a scoring below the mean value in the planning area scale. Based on the pretest results obtained from both instruments, an intervention program was designed based on the Cooperative play proposal by Garaigordobil (2004), to foster prosocial behaviors, while the decision taking according to the students’ needs were worked with the teachers. At the end of the intervention, a posttest was applied to the group and the results indicated a significant increment in the positive socialization, especially, the behaviors towards helping the others in the students with the lowest scores from the pretest; teachers planning also improved to achieve a more inclusive environment in the group. The results were validated with the non-parametric Wilcoxon test using the Statistical Package for the Social Sciences (SPSS) software.
Language: English
Published: Barcelona, Spain: International Academy of Technology, Education and Development (IATED), 2016
Pages: 7934-7941
DOI: 10.21125/edulearn.2016.0741
ISBN: 978-84-608-8860-4
Book
The Montessori Elementary Material
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Language: English
Published: Herndon, Virginia: Books international, 1996
Video Recording
Introduction to the Montessori Math Curriculum: Preschool Through Elementary
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Abstract/Notes: Examines how the Montessori mathematics curriculum moves children from the concrete to the abstract.
Runtime: 18 minutes
Language: English
Published: Yellow Springs, Ohio, 2002
Article
Primenenie Pedagogiceskich Idej Montessori v Nacal'noj Skole [Applying Montessori Teaching Ideas In Elementary School]
Publication: Pedagogiceskij Sbornik [Pedagogical Compendium]
Date: 1915
Pages: 67-80
Elementary education, Elementary schools, Maria Montessori - Philosophy, Montessori method of education, Montessori schools
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Language: Russian
Conference Paper
The Nongraded Elementary School: Lessons from History.
Available from: ERIC
Annual Meeting of the American Educational Research Association
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Abstract/Notes: This paper recounts the history of nongraded elementary schools. After the American Civil War, there arose an uncoordinated effort to question graded practices. By the end of the 19th century, schools which sought to be more sensitive to differences in children's learning styles were established. Notable among these schools was Dewey's Laboratory School (1893-1903). In the 20th century, Stoddard's Dual Progress Plan proposed that students spend half the school day in a homeroom and half the day studying elective subjects under specialist teachers. In Germany around 1923, Petersen established a school that featured heterogeneous age groupings. Petersen's ideas influenced the establishment of nongraded schools in Wisconsin. Other European influences on the American nongraded school movement included Montessori's schools and the British Infant and Primary School system. Since the mid-1940s, public education in America has been in disequilibrium. The implementation of nongraded programs [Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992)]
Language: English
Published: San Francisco, California, Apr 1992
Conference Paper
From Teachers' Perspectives: The Social and Psychological Benefits of Multiage Elementary Classrooms.
Available from: ERIC
Annual Conference and Exhibit Show, "Emerging Images of Learning: World Perspectives for the New Millennium" (49th, Chicago. IL, March 19-22, 1994)
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Language: English
Book
Process Versus Content in Elementary School Science Teaching
Available from: ERIC
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Abstract/Notes: The purpose of the monograph was to determine if the process of science or the content of science should be emphasized in elementary school science teaching. The discussion attempts to show why process, and not content, should be the primary emphasis in elementary school science teaching by examining the history of elementary school science in the United States, cognitive development, and the preparation of teachers. The results indicate that educators regard the development of competence in use of the scientific method and the development of the scientific attitude the most important objectives of science instruction. Developmental psychologists such as Montessori, Piaget, and Bruner believe that child cognition is enhanced when pupils use the processes of science. Finally, there is evidence that elementary school teachers can be better trained to teach a process-oriented curriculum because it requires little understanding of the concepts and principles of science and does not require teachers to keep up to date with scientific information. (Author/BR)
Language: English
Published: Syracuse, New York: Department of Science Teaching, Syracuse University, 1973
Book
The Faxon Montessori Magnet Elementary School, 1990-1991. Summative Evaluation
Academic achievement, Americas, Early childhood care and education, Early childhood education, Elementary education, Elementary school students, Faxon Montessori (Kansas City, Missouri), Language skills, Magnet schools, Montessori method of education, Montessori schools, Nongraded schools
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Abstract/Notes: This report documents the progress made by the Faxon Montessori Magnet School in Kansas City, Missouri, during the three years of its implementation of the Montessori philosophy. During the 1990-91 school year, the school served children from three years of age through third grade. School enrollment information was analyzed and data were obtained from classroom observation; from parent, teacher, and student questionnaires; and from achievement tests. Analysis of enrollment information revealed that: (1) enrollment was at 93 percent of capacity; (2) enrollments varied by grade level; and (3) minority students comprised 61 percent of the student population. Classroom observation indicated that students were engaged in independent learning activities and activities that enhanced motor skills. Teacher-initiated management was minimal. Results from the questionnaires indicated that program participants were satisfied with most aspects of the program. However, teachers were dissatisfied with the amount of administrative support they received. Achievement scores of kindergarten, first-grade, and second-grade students on the reading, math, and language subtests of the Iowa Tests of Basic Skills were above district and national norms. Third graders scored above district, and below national, norms on the Missouri Mastery and Achievement Tests. Thirteen data tables and seven figures are included, and an appendix presents a description of the goals and activities of the Faxon Montessori extended day program. (BC)
Language: English
Published: Kansas City, Missouri: Kansas City School District, Aug 1991
Book
Why Montessori for the Elementary Years
American Montessori Society (AMS), Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: Washington, D.C.: American Montessori Society, 1971
Book Section
Psychologische Beobachtungen in der Montessori-Grundschulklasse [Psychological Observations in the Montessori Elementary School Class]
Book Title: Psychologisches zur Montessori-Methode: Aus dem Montessori-Heft der Neuen Erziehung [Psychological information on the Montessori method: From the Montessori booklet of the New Education]
Pages: 1-17
Early childhood care and education, Early childhood education, Montessori method of education, Montessori schools, Observation (Educational method), Teachers
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Language: German
Published: Berlin, Germany: Hensel and Co. Verlag, 1927