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Article
Farm School Culture and the Valorization of the Personality: How Does Living on the Land Contribute to Valorization?
Publication: NAMTA Journal, vol. 31, no. 1
Date: 2006
Pages: 163–170
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Experimenten met Natuurkunde op de Amstedamsche Lagere Montessori-School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 11, no. 1
Date: Jan 21, 1928
Pages: 1-2
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Language: Dutch
Article
IMS Consultation at New Way Montessori School [Meridian, Idaho]
Publication: Montessori Observer, vol. 28, no. 4
Date: Nov 2007
Pages: 1, 4
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Language: English
ISSN: 0889-5643
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
Why Become an AMI Recognized School?
Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 2
Date: 1999
Pages: 9–10
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Language: English
Article
Schoolcorrespondentie
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 13, no. 11
Date: Aug 30, 1930
Pages: 86
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Language: Dutch
Doctoral Dissertation (Ed.D.)
Effectiveness of Preschool in Preparing Students for Kindergarten: A Comparison of Early Childhood Curriculum Models
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: Early childhood education has been shown to positively impact future academic performance, as well as social and emotional development. With ever-increasing demands being placed on children's academic performances, school readiness has become a key component of academic success. The purpose of this quantitative causal-comparative study was to examine the effectiveness of different early childhood curriculum models in preparing children for kindergarten, and to investigate whether one early childhood curriculum model better prepares students than another. The theoretical framework for the study is based on the developmental constructivist theories of Piaget, Vygotsky, Erikson, and Dewey. Kindergarten teachers assessed school readiness by administering the Kindergarten Observation Form. Each student had matriculated from either Montessori, High/Scope, or Reggio Emilia programs or early childhood programs without an identified curriculum model. Kindergarten teachers rated students on 24 items related to areas of cognitive, linguistic, social, emotional, and physical development. ANOVA and post-hoc tests revealed that students matriculating from programs without an identified curriculum model scored significantly better than their counterparts, F (3,122) = 5.33, p = .002. Implications for social change include improved kindergarten readiness on the part of students, increased awareness by educators as to best practices in early childhood education, and, a move towards understanding the types of environments in which children learn best.
Language: English
Published: Minneapolis, Minnesota, 2012
Article
Childhood's Promised Land: Montessori Children Ages 9-12 [Lake Country School, Minneapolis, MN]
Publication: NAMTA Quarterly, vol. 8, no. 2
Date: Winter-Spring 1983
Pages: 22-31
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
A Day in the Life . . . At a Montessori Middle School
Publication: Tomorrow's Child, vol. 2, no. 2
Date: Apr 1994
Pages: 6
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Language: English
ISSN: 1071-6246
Article
Waarom zenden wij, ouders, onze kinderen naar de Montessorischool?
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 9, no. 3
Date: Mar 6, 1926
Pages: 25-26
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Language: Dutch