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917 results

Article

Community, Freedom, and Discipline in a Caring Montessori Environment

Available from: ERIC

Publication: NAMTA Journal, vol. 39, no. 1

Pages: 129-140

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Abstract/Notes: John McNamara's historically rich descriptions of his adolescent community life in one school where he taught the same children from grade one to grade eight sends a warm message of the merge of elementary and middle-school personalities as they are beginning to understand the wonder of growing up. Their letters and speeches remember the impact of their Montessori community as they look at their own knowledge and humanity. His students speak simple truths about how their school made them comfortable with themselves, their classmates, and their work in the past and present and for the future. [This is an update of an article first printed in "The NAMTA Journal" 31.1 (2006, Winter): 69-77.]

Language: English

ISSN: 1522-9734

Article

Project Friends: A Multi-age Learning Community

Available from: Springer Link

Publication: Early Childhood Education Journal, vol. 24, no. 4

Pages: 217-221

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Abstract/Notes: Project Friends is a learning community based on our confidence in the multi-age classroom as a valuable and viable vehicle for teaching young children. Our three multi-age classrooms of kinder-garten, first- and second-grade children were the served as the setting for Project Friends. In this article, we share our beginnings, significant features and outcomes of the learning community, and our reflections on a year ended in Project Friends. Our experiences and the experiences of the children in the multi-age classrooms continue to provide rich contexts for teaching and learning in the elementary school.

Language: English

DOI: 10.1007/BF02354835

ISSN: 1082-3301, 1573-1707

Article

Practical Life: The Keystone of Life, Culture, and Community

Available from: ERIC

Publication: NAMTA Journal, vol. 38, no. 2

Pages: 47-54

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Abstract/Notes: Uma Ramani's characterization of practical life is philosophical and anthropological, suggesting that "human history is the story of the evolution of our practical life activities." Practical life is a collaborative activity that creates community and culture. One's adaptation to life through the daily work of ordering our environment lends meaning to all learning and to living a good life. [This article is based on a talk presented at the NAMTA conference titled "Whole School Practical Life: A Comprehensive View of Community, the Intelligence, and the Hand," Dallas, TX, January 17-20, 2013.]

Language: English

ISSN: 1522-9734

Article

From Holland to Hamburg: The Experimental and Community Schools of Hamburg Seen Through the Eyes of Dutch Observers (1919–1933)

Available from: Taylor and Francis Online

Publication: Paedagogica Historica: International Journal of the History of Education, vol. 50, no. 5

Pages: 615-630

Europe, Germany, Holland, Netherlands, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe

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Abstract/Notes: In the period 1919–1933 the experimental and community schools in Hamburg tried to put into practice a new model of schooling without a set curriculum that was based on providing a considerable amount of freedom for pupils and teachers. These experiences were introduced in the Netherlands by way of magazines published by the New Education Fellowship (NEF) or Dutch journals edited by educationalists and university professors. The Hamburg schools were also visited by Christian Anarchist teachers who were connected with new schools in the Netherlands and who already had experimented with new ways of life in small communities. In this article we describe their experiences in Hamburg. Their observation reports would not trigger a growing interest in a social community type of schooling; in general Dutch teachers, even the socialist ones, did not change their preference for the traditional classroom system of education. More individualistic methods from Montessori and Parkhurst (Dalton Plan), supported by university professors and inspectors of education, were considered to have more potential for changing the classroom system from within.

Language: English

DOI: 10.1080/00309230.2014.927513

ISSN: 0030-9230, 1477-674X

Master's Thesis (Action Research Report)

The Effects of Community Building Music on Transition Time in an Early Childhood Montessori Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this action research study was to determine how community building music would affect the transition time in a primary Montessori classroom. The researchers were two female preschool teachers in public Montessori schools. The participants, aged three to six years old, were involved in a daily clean-up time, which took place before the study began. The teachers added a music intervention for four weeks to see if the dynamics of clean-up time would change. The teachers documented the research study using qualitative and quantitative data tools. The data tools included student surveys, teacher journals, a timer log, and a classroom tracker sheet. The intervention findings showed an overall decrease in the amount of time students took to clean up and an increase in happiness and community involvement in the classroom. Future researchers should consider the pre and post student survey be completed on an individual basis. Additionally, increase the length of baseline data collection and intervention.

Language: English

Published: St. Paul, Minnesota, 2020

Article

Recollections and Reflections: The American Montessori Society

Available from: ProQuest

Publication: Montessori Life, vol. 22, no. 1

Pages: 24-27

⛔ No DOI found

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Abstract/Notes: In this article, the author shares some of his recollections around the birth of the American Montessori Society (AMS), beginning in the 1950s. He explains the way AMS evolved in its earliest days which reveals something of who its members are now and how they have been part of the 50-year journey. He adds that by recounting the past, members of the American Montessori Society are able to connect what happened in the first days of AMS with the mission of the Society today.

Language: English

ISSN: 1054-0040

Article

A Tribute to Cleo Monson: First National Director of the American Montessori Society

Available from: ProQuest

Publication: Montessori Life, vol. 22, no. 3

Pages: 18-25

American Montessori Society (AMS) - History, Americas, Cleo Monson - Biographic sources, North America, United States of America, ⛔ No DOI found

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Abstract/Notes: The early 1960s was a critical, albeit chaotic, period for the revival of the Montessori movement, which had been recently rekindled in the United States. The success or failure of the movement can arguably be said to have rested squarely upon the backs of those founding members and early supporters of the fledgling American Montessori Society, (AMS) which, in its infancy, was trembling under the weight of its own potential success--a social, cultural, and spiritual phenomena that was enfolded within an educational philosophy and methodology. The organization was vulnerable, and there was no way of predicting its future success or failure. There was no question that someone was needed to handle office affairs, and the importance of bringing the right person in for that job, at that specific time in the history of AMS, could not be minimized--although the full weight of the consequence of that hiring decision 50 years ago can be understood only in retrospect. Help was urgently needed, and it was soon to arrive in the person of Cleo Monson. As it happened, Monson embodied the essential traits and skills paramount to accomplishing the job, and she would later be credited, by many who knew her both professionally, as the critical pillar upon which would rest the survival and success of the AMS. (Contains 1 footnote.)

Language: English

ISSN: 1054-0040

Conference Paper

Continuous Progress Evaluation of American Indian Preschoolers

Available from: ERIC

Annual Meeting of the American Educational Research Association (Washington, DC, March 30-April 3, 1975)

Americas, Indigenous communities, Indigenous peoples, Montessori schools, North America, United States of America

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Abstract/Notes: Monthly testing based on a counterbalanced matrix sampling plan in one psychomotor, three affective, and five cognitive areas provides a continuous picture of the development of native American children enrolled in three distinct curricula. Of the nine scales, one showed negative, two showed insignificant, and six showed significant positive changes. When compared with national norms, the results suggest that all three curricula have strong remedial effects across a broad range of important areas of preschool learning. (Author)

Language: English

Pages: 20

Article

Directory of American Montessori Teachers, December 1964

Publication: Bulletin of the American Montessori Teachers

Pages: D1-D14

American Montessori Society (AMS), Americas, North America, United States of America, ⛔ No DOI found

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Language: English

Book

Montessori in Contemporary American Culture

Available from: Books to Borrow @ Internet Archive

Americas, Conferences, Montessori method of education - History, North America, United States of America

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Abstract/Notes: Based on a series of papers presented at a symposium on "Montessori in Contemporary American Culture", held in Arlington, Va., in April 1990, and sponsored by the American Montessori Society.

Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

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