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Article
Teaching Haiku to Young Children
Publication: NAMTA Journal, vol. 18, no. 2
Date: Spring 1993
Pages: 43-50
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Presents a personal account of how haiku can be used with primary students not only to explore language arts but also to share a love of the earth and its various peoples. (HTH)
Language: English
ISSN: 1522-9734
Article
Cosmic Education and Literature-Based Teaching
Publication: NAMTA Journal, vol. 20, no. 1
Date: Winter 1995
Pages: 86-119
Cosmic education, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Reviews research on reading and writing development, comparing the whole-language approach with the Montessori approach for teaching reading and writing at the elementary school level. Also discusses techniques to teach students how to write poetry and short fiction, stressing the importance of both freedom and structure in evolving reading and writing experiences. (MDM)
Language: English
ISSN: 1522-9734
Article
Who's Teaching the Children to Talk?
Publication: NAMTA Journal, vol. 19, no. 1
Date: Fall/Winter 1994
Pages: 89-103
Child development, Cognitive development, Early childhood education, Elementary education, Language acquisition, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent and child, Parent-teacher relationships, Teacher-student relationships
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Abstract/Notes: Highlights the crucial role of language in child development, including intellectual development and the development of the brain. Describes the types of messages children receive from their parents' words, the importance of talking with children and exposing children to words without pictures, and ways schools can help parents develop children's language skills.
Language: English
ISSN: 1522-9734
Article
Back to Nature Teaching Child; Dr. Montessori Method; Give Kiddies Natural Freedom
Available from: California Digital Newspaper Collection
Publication: San Francisco Call and Post (San Francisco, California)
Date: Oct 1, 1915
Pages: 15
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Abstract/Notes: Reprinted in 'The California Lectures of Maria Montessori, 1915' (Clio Press, 1997).
Language: English
Article
Teaching Reading and Writing in the Henry Barnard School
Publication: Rhode Island College of Education Bulletin, no. 21
Date: Jun 1924
Americas, Henry Barnard School (Rhode Island) - History, Montessori method of education, Montessori schools, North America, Reading, United States of America, Writing
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Language: English
Article
Teaching Grief Work as an Aid to Life
Publication: Montessori Life, vol. 10, no. 1
Date: 1998
Pages: 47–48
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Abstract/Notes: Workshop at AMS Annual Seminar, Chicago, IL, April, 1997
Language: English
ISSN: 1054-0040
Article
Ba di si fur en meng tai suo li jiao yu fa yan shuo ci [The Speech of Ms. Basty on the Montessori Teaching Method]
Publication: Educational Magazine, vol. 8, no. 11
Date: 1916
Pages: 93-97
Asia, China, East Asia, Montessori method of education
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Language: Chinese
Doctoral Dissertation (Ph.D.)
An Exploratory Study on the Effectiveness of Montessori Constructs and Traditional Teaching Methodology as Change Agents to Increase Academic Achievement of Elementary Black Students
Available from: ProQuest - Dissertations and Theses
Academic achievement, African American children, African American community, Americas, Montessori method of education, Montessori schools, North America, United States of America
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Abstract/Notes: Black students consistently underachieve academically in comparison to White students. To minimize the achievement gap between Black students and White students, some experts advocate the use of differentiated instruction as an alternative methodology to teach underachieving students. Differentiated instruction is predicated on teaching students based on their learning abilities and/or learning preferences. The differentiated instructional model examined in this study combined traditional teaching methodology with specific Montessori stage two and stage three constructs. This exploratory qualitative study examined the impact that Montessori constructs combined with traditional teaching methods had on academic achievement of Black students in grades four and five in an inner city school in Dallas County, Texas. The study further explored the sample’s perceptions of and preferences for the combined teaching methodology. The sample group had been exposed to the differentiated teaching model evaluated in the study. Disaggregated 2007 and 2008 TAKS results from the Texas Education Agency were obtained to compare the school’s fourth and fifth grade Black students’ achievement to their cohort groups in the district and in the state. The TAKS data comparisons found variability in performance among the groups in each of the subject areas assessed by TAKS. Qualitative data from a Likert Scale, multiple choice questions, questionnaires, written essay, and interviews were obtained from the participants to examine the students’ perceptions of and preferences for the combined teaching methodology. Data responses were analyzed and themes were developed to determine black students’ preferences for teaching, learning, and factors that contribute to learning. The findings of this study imply that future use of a differentiated instructional model that combines traditional teaching methodology and specific Montessori constructs and principles might be effective in improving Black student achievement.
Language: English
Published: Minneapolis, Minnesota, 2009
Doctoral Dissertation
The Effects of Montessori Teacher Training on Classroom Teaching Skills: The Public Montessori Teachers' Perspective
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study compares the opinions of public school teachers of their classroom teaching skills due to participation in the Montessori model of teacher training and the traditional teacher education training programs. The data were collected through a survey of 223 public Montessori schools across the United States. The design used in this study is causal comparative to establish cause and effect. The independent variable is the participation in the Montessori Model of Teacher Training. The dependent variables are the opinions of public school teachers as perceived from participation in the Montessori Model of Teacher Training. Comparisons of teacher opinions were compiled from a survey to ascertain the impact of participation in the Montessori Model of Teacher Training. The population for this study included all teachers employed in the public Montessori schools. The sample included the entire population of teachers who participated in traditional teacher training to earn state licensure and in a Montessori teacher training program. A total of thirty-eight states were included in the survey. A total of 560 surveys were received from the population sample. The teachers surveyed included 81% females and 19% males. The years of teaching experience in public schools were 0–5 years 31%; 6–10 years 28%; 11–15 years 16%; and over 15 years 25%. The years of teaching experience in Montessori schools were 0–5 years 57 %; 6–10 years 23%; 11–15 years 11%; and over 15 years 9%. The basic conclusions from this study indicated that there are significant differences, p < .05, in the responses of teachers who participated in the Montessori model of teacher training and the traditional teacher training for preparation of classroom instruction. In 11 out of the 12 survey items, the diverse approach of teaching used in the Montessori model of teacher training was perceived to be superior to traditional teacher training. However, in one survey question, the traditional teacher training was viewed superior for preparation of teaching in a whole group setting. This study suggest that the responses of teachers strongly recommend the Montessori model of teacher training.
Language: English
Published: Orangeburg, South Carolina, 1997
Master's Thesis
Framgångsrik undervisning i matematik åk 1–3: En jämförande studie av tre undervisningsmodeller / Successful teaching of mathematics in years 1-3: a comparative study of three educational models
Available from: DiVA Portal - Karlstad University
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Abstract/Notes: The proposal in this study define successful teaching from Hattie et al. (2017) and Grevholm (2012) research results. This is a comparative study with three teaching models in mathematics, Traditional model, Montessori model and Singapore model. The focus is on mathematics teaching in primary school, in Sweden. The study embrace a minor literature study and an interview study with three teachers, who work according the three models in their teaching. I use a socio-cultural perspective on learning, teaching and knowledge. A directed qualitative content analyze is used to analyze both the literature and the interviews. The results show the pros and cons of the three teaching models, according to the requirements of the proposed ideas of successful teaching. The results of the teachers´ statements clarify and problematize the differences between the three educational models in practice. / Denna studie utgår från en tes om framgångsrik undervisning som baseras på Hatties m.fl. (2017) och Grevholms (2012) forskning. Uppsatsen är en jämförande studie som utgår från tre undervisningsmodeller i matematik, traditionell undervisningsmodell, montessorimodellen och singaporemodellen. Fokus är på matematikundervisning i årskurs 1-3, svensk skola. Studien omfattar dels en mindre litteraturstudie, dels en intervjustudie med tre lärare som arbetar enligt de tre modellerna. Jag utgår från ett sociokulturellt perspektiv på lärande, undervisning och kunskap. Analyserna baseras på en riktad kvalitativ innehållsanalys. Resultatet visar på för och nackdelar med de tre undervisningsmodellerna och hur väl de uppfyller kraven enligt tesen för en framgångsrik undervisning. I resultatet tydliggörs genom lärarnas utsagor problematiken med de olika undervisningsmodellerna.
Language: Swedish
Published: Karlstad, Sweden, 2022