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Master's Thesis (M.A.)
A Comparison of Montessori and Traditional School Subjects on Measures or Selective Attention and Receptive Vocabulary
Comparative education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation
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Language: English
Published: San Jose, California, 1984
Article
Bright Beginnings Montessori Toddler and Preschool [San Mateo, California]
Publication: The National Montessori Reporter, vol. 27, no. 3
Date: 2003
Pages: 5
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Language: English
Article
Schakels Tussen Huis en School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 2
Date: Oct 1954
Pages: 2-3
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Language: Dutch
Article
Observation of Children in the Sophia Montessori School [Los Angeles, California]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1961, no. 2
Date: 1961
Pages: 16-17
Americas, North America, Sophia Montessori School (Los Angeles), United States of America
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Language: English
ISSN: 0519-0959
Article
A New Education for the Secondary School: A Public Lecture Given at Utrecht, January 18, 1937 (Original in French)
Publication: NAMTA Journal, vol. 26, no. 3
Date: 2001
Pages: 189-198
Europe, Holland, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Netherlands, North American Montessori Teachers' Association (NAMTA) - Periodicals, Trainings, Western Europe
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Abstract/Notes: Maintains that moral education should be at the foundation of educational reform and that education should prepare adolescents to find their place in society. Asserts that secondary level instruction, provided in a rural neutral environment and with opportunities for adolescents to work with their hands and their minds, will help to create a more harmonious and stronger society.
Language: English
ISSN: 1522-9734
Conference Paper
Inside the One Room Schoolhouse: A Look at Nongraded Classrooms from the Inside Out
Available from: ERIC
Annual Meeting of the Mid-South Educational Research Association (Memphis, Tennessee, November, 12-14, 1997)
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Abstract/Notes: This study examined nongraded, multi-age elementary classrooms from the perspective of involved principals, teachers, and parents. Data came from field notes taken at on-site observations and from in-person structured and unstructured interviews with principals and teachers. The schools were all located in a small urban town in north central Mississippi. The study found that the schools set up and operated the nongraded classrooms in different ways. The classrooms operated according to the philosophy of the teachers in charge of the classes under the guidance of the principal; each classroom was different from the next. The schools that experienced the most success were those in which the teachers did not feel threatened and were given the freedom to operate as they deemed appropriate. Some parent concerns included mixing the sexes, having siblings in the same room, giving up traditional grading and assessment, and possibly short-changing math. Keeping parents continually informed
Language: English
Conference Paper
The University of Illinois Study of the Differential Effects of Five Preschool Programs
Available from: ERIC
Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)
Academic achievement, Cognitive development, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education
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Abstract/Notes: This paper summarizes the findings from a two-part evaluation study which compared the effects of five model preschool intervention programs and examined 5-year longitudinal data on the effects of three of these five programs. The original five programs (Traditional, Community-Integrated, Montessori, Karnes and Bereiter-Engelmann) represented a continuum from traditional nursery to highly structured preschool. Brief descriptions of each of these preschool models are included. Seventy-five children who met age, income and family history criteria and had no previous school experience were divided into groups matched on IQ, sex, and race. These groups were then randomly assigned to a particular intervention model. Differences in effectiveness among the models were assessed by means of batteries of standardized tests which were administered prior to the intervention, following the preschool year, and at the end of the kindergarten year. Results from analyses of this data are presented and discussed. Follow-up data over three additional years were gathered on the Traditional, the Karnes, and the Bereiter-Engelmann models. The results and conclusions from these data are also presented. (JMB)
Language: English
Article
Art in Montessori Schools
Publication: The Bulletin (English Montessori Society), vol. 3
Date: n.d.
Art, Montessori method of education
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Abstract/Notes: Reprinted in AMI Communications 2/3 (1969).
Language: English
Article
The Schools Our Children Deserve: Helping Parents Understand the Rationale for Alternative Education
Publication: NAMTA Journal, vol. 32, no. 1
Date: 2007
Pages: 27–74
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Be Gentle with Your School's Founding Head
Publication: Montessori Leadership, vol. 1, no. 3
Date: 2000
Pages: 4–5
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Language: English