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Article
Extending Science Explorations in the Elementary Class! 1999 Summer Conference Wolfeboro, New Hampshire July 6-12
Publication: AMI Elementary Alumni Association Newsletter, vol. 31, no. 3
Date: 1999
Pages: 11
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Language: English
Article
AMI Elementary Alumni Association Financial Report May 1, 2000-April 30, 2001
Publication: AMI Elementary Alumni Association Newsletter, vol. 34, no. 1
Date: 2001
Pages: insert
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Language: English
Article
AMI Elementary Alumni Association Financial Report May 1, 2001-April 30, 2002
Publication: AMI Elementary Alumni Association Newsletter, vol. 35, no. 1
Date: 2002
Pages: insert
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Language: English
Article
Maria Montessori. The Montessori Method, the Montessori Elementary Material and Spontaneous Activity in Education [Book Review]
Publication: The Month (London), vol. 33, no. 1
Date: Jan 1, 1965
Pages: 189
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Language: English
ISSN: 0027-0172
Article
Il metodo Montessori nella scuola elementare [The Montessori method in elementary school]
Publication: Scuola di base, vol. 12, no. 3-4
Date: 1965
Pages: 23-50
Montessori method of education - Criticism, interpretation, etc.
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Language: Italian
ISSN: 0036-9837
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
Master's Thesis
Clinical and Kinematic Characteristics of Cursive Handwriting in Elementary Age Children
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this research was to study the clinical and kinematic characteristics of cursive handwriting in healthy third and fifth grade children. One hundred-nine children participated in this study; 53 were in grade three and 56 were in grade five. Five commonly used clinical assessments were selected addressing strength, sensorimotor and coordination characteristics specific to handwriting. Two handwriting assessments, the Evaluation Tool of Children's Handwriting-Cursive, and the writing subtest of the Jebsen Test of Hand Function, assessed speed and/or legibility of handwriting. A simple cursive writing task was also produced on a digitized tablet and analyzed for kinematic features. Multiple T-Tests were used to determine significant gender differences and the effects of maturation on handwriting. Logistic regression analysis was used to determine if clinical or kinematic characteristics were predictors of legibility in cursive handwriting. Multiple linear regression analyses were used to determine if clinical or kinematic characteristics of handwriting contributed to handwriting speed and legibility. Results of this study indicate that in all groups, boys had less legible handwriting than girls. With maturation, healthy children in the third and fifth grades improve in their ability to smoothly write in the up and down direction, which is complemented by improved hand steadiness and coordination. The strong association between the grooved pegboard and legibility suggest that improving a child's in-hand manipulation skills may contribute to improvement in handwriting skills. The Jebsen and grooved pegboard contributed to handwriting speed and legibility. The findings of this study will guide Occupational Therapists in improving their understanding of the clinical and kinematic mechanisms underlying handwriting, which are critical to the development of appropriate intervention paradigms.
Language: English
Published: Detroit, Michigan, 2012
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
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
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