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Article
Cosmic Education at the Elementary Level and the Role of the Materials
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2004, no. 2-3
Date: 2004
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Language: English
ISSN: 0519-0959
Article
The Be or Not to Be of Educational Apparatus [1]
Publication: The Scottish Educational Journal
Date: 1953
Claude Albert Claremont - Writings
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Language: English
ISSN: 0036-9179
Article
The New Science of Auto-Education
Publication: AMI Elementary Alumni Association Newsletter, vol. 40, no. 2
Date: 2008
Pages: 3–4
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Language: English
Article
The Hand in Education
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 2, no. 2
Date: 1957
Pages: 19-24
Albert Max Joosten - Writings, Asia, India, South Asia
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Abstract/Notes: Includes some photos of children doing handwork in Holland and India.
Language: English
ISSN: 0571-1142
Article
Education 2000, Montessori 2000
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 4
Date: Summer 1991
Pages: 1
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Language: English
ISSN: 1071-6246
Article
Adolescent Education as the Key to Lasting Social Change: A Manifesto
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Date: 2019
Pages: 130-133
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Language: English
Article
Comparison of Academic Achievement Between Montessori and Traditional Education Programs
Available from: Taylor and Francis Online
Publication: Journal of Research in Childhood Education, vol. 20, no. 1
Date: 2005
Pages: 5-13
Americas, Comparative education, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.
Language: English
DOI: 10.1080/02568540509594546
ISSN: 0256-8543, 2150-2641
Article
New Team Approach by ERO [Education Review Office]
Publication: Montessori NewZ, vol. 27
Date: Sep 2002
Pages: 4
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Language: English
Article
A New Method in Infant Education [part 2]
Available from: HathiTrust
Publication: Kindergarten-Primary Magazine, vol. 23, no. 5
Date: Jan 1910
Pages: 143-144
Americas, North America, United States of America
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Language: English
Thesis
Komparace školního hodnocení v hodinách výchovy k občanství na tradiční a Montessori základní škole / Comparison of students assessment in citizenship education classes at traditional and Montessori basic schools
Available from: Univerzita Karlova Institutional Repository
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Abstract/Notes: Tato diplomová práce se zabývá školním hodnocením. Práce je rozdělena na dvě části, a to teoretickou a praktickou. V teoretické části dochází nejprve k vysvětlení Montessori pedagogiky a jejich principů jako jsou svoboda dětí, předem připravené prostředí či principy věkové heterogenity. Dále se zde pojednává o didaktickém materiálu, které tyto typy škol využívají. Poslední částí této kapitoly je postavení učitelů a dospělých ve škole. Poté následuje kapitola o hodnocení. Dochází zde k vymezení jeho definice, jaké funkce hodnocení existují a také typy, které jsou ve školách využívány. V neposlední řadě pak formy hodnocení, tedy klasifikace pomocí známek a slovní hodnocení. Druhou částí této práce je praktická část. Cílem praktické části je najít odlišnosti ve způsobu hodnocení ve dvou typech základních škol, tedy v Montessori základní škole a běžné základní škole a také zjistit, které typy hodnocení, o kterých pojednává teoretická část, jsou v hodinách nejvíce využívány. Pro výzkum byla použita metodu pozorování a hloubkové rozhovory s vyučujícími, u kterých probíhal náslech. Výsledky praktické části ukázaly, že oba typy základních škol využívají jiné formy hodnocení. V běžné základní škole se jedná nejvíce o známky, které jsou i na vysvědčení. V Montessori základní škole se využívá slovní hodnocení a zpětná vazba žákova výkonu. Na konci roku pak žáci dostávají tzv. dopisy, které shrnují jejich výsledky na uplynutý rok. / This diploma thesis deals with a school assessment. It is divided into two parts, the theoretical and the practical one. In the theoretical part, first of all, the Montessori pedagogy and its principles like a freedom of children, beforehand prepaired surroundings or principals of the age heterogeneity are clarified. Further on the didactical material, used in those types of schools, is discussed. The last part of this chapter deals with the position of teachers and adults at school. Next there is a chapter about the assessment. It circumscribes the definition, functions and types of the assessment used in schools. Last, but not least, the forms of the assessment, which means classification by marking or a word evaluation. The second part is the practical one. It is aimed at finding the difference between the way of assessment in two types of primary schools, which means the Montessori primary school and an ordinary primary school and also at finding out, which types of assessment, concerned by the theoretical part, are used the most during lessons. For the research the method of observation and in-depth conversations with the teachers, at whose lessons the sitting in on a classes took place, were used. The outcome of this work was that both types of primary schools use different types of assessment. At the ordinary school it is mostly about the grades, which also occur at the school report. At the Montessori school, the verbal assessment and a feedback to student’s performance is used; at the end of the year the students receive the so called letters, which summarize their results from the last year.
Language: Czech
Published: Prague, Czechia, 2017