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Article
Learning to Conserve Energy
Publication: Tomorrow's Child, vol. 15, no. 3
Date: 2007
Pages: 19
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Language: English
ISSN: 1071-6246
Article
Question and Answer: Distance Learning – A Question Posed Again and Again
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2002, no. 4
Date: 2002
Pages: 33
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Language: English
ISSN: 0519-0959
Thesis
La classe capovolta: percorso storico principi e metodologie del Flipped Learning
Available from: Tesi online
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Abstract/Notes: La recente crisi pandemica di Covid-19 che ha scosso le fondamenta della nostra stessa esistenza, dall’economia, alla socialità, fino al mondo del lavoro e del tempo libero, non ha risparmiato nemmeno il mondo della scuola. Dalla primavera 2020 docenti, alunni e famiglie sono...
Language: Italian
Published: Novedrate, Italy, 2022
Book
Learning from the Child: Excerpts from Inaugural and Valedictory Addresses of the 25th and 26th Indian Montessori Training Courses, Hyderabad, 1960-62
Albert Max Joosten - Speeches, addresses, etc., Albert Max Joosten - Writings, India, Indian Montessori Training Course (25th, Hyderabad, India, 1960-1961), Indian Montessori Training Course (26th, Hyderabad, India, 1961-1962), South Asia, Trainings
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Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, n.d.
Article
Teacher Professional Learning Whilst in Quarantine: A Case Study from China
Available from: International Academic Forum (IAFOR)
Publication: IAFOR Journal of Education, vol. 9, no. 2
Date: 2021
Pages: 127-144
Asia, COVID-19 Pandemic, China, East Asia, Maria Montessori - Philosophy, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Teacher training
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Abstract/Notes: Transforming two early education centres in China to incorporate the educational philosophy of Maria Montessori is a huge task. To induct teaching staff into Montessori’s philosophy, pedagogy, and curriculum when their past educational experiences have been formed by a rigid, traditional model added to the challenge. To further complicate matters the transformation took place during lockdown due to the COVID-19 pandemic and the staff participated in a completely voluntary capacity whilst in isolation. For this research project the authors collected data through direct observations, surveys, questionnaires, individual teacher interviews, and focus group interviews. How online professional learning for 35 staff members was planned, organised, modified, and undertaken is outlined. Practical and technical issues involved in moving from face-to-face to online teaching are also included. Teachers reported that the professional learning program had prepared them well for when the centres reopened and the children returned.
Language: English
DOI: 10.22492/ije.9.2.08
ISSN: 2187-0594
Article
Learning to Write by the Montessori Method
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1986, no. 4
Date: 1986
Pages: 7-16
Montessori materials, Montessori method of education, Moveable alphabet, Writing - Instruction and study
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Language: English
ISSN: 0519-0959
Conference Paper
Montessori-based Design of Long-term Child-Robot Interaction for Alphabet Learning
Available from: ACM Digital Library
Asia, Central Asia, Human-computer interaction, Information and communications technology (ICT), Kazakhstan, Language acquisition, Language education, Montessori method of education, Moveable alphabet, Reading, Robotics in education, Technology and children
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Abstract/Notes: The transition of the Kazakh alphabet from Cyrillic to Latin, set to be fully implemented by 2031, poses unwanted challenges to early and continuous literacy development and acquisition of the new script. This creates a need to design innovative learning solutions to boost children's motivation in acquiring the new Kazakh Latin alphabet. The Montessori method has proven itself effective for young children to engage in self-directed and developmentally appropriate literacy acquisition. These core ideas have been carefully adopted to establish design principles for the robotic system that is adhering to the principles of the Montessori pedagogy. This paper proposes a robotic system named Moveable -l-pbi and details its interaction design life cycle from understanding users and establishing requirements to designing, and implementing robot behaviours and validating them with the Montessori practitioner. This process was iterative that involved several cycles of piloting the system with children of targeted age groups and redesigning the learning activities. With the aim to evaluate the proposed system and to find the most cognitively rewarding way of learning the alphabet, we conducted a mixed-subject design experiment with 60 Kazakh children aged 8-10 years old from a local public school where we compare the proposed Moveable -l-pbi robotic system with a baseline Montessori human teacher. The results demonstrate the potential of the robot as a Montessori teacher in providing foundational letter acquisition over multiple sessions. Implications for improving the interaction design and activities are discussed based on the findings.
Language: English
Published: New York, New York: Association for Computing Machinery, Mar 2023
Pages: 691–695
ISBN: 978-1-4503-9970-8
Article
Hands on Learning
Publication: Montessori Voices [Montessori Aotearoa New Zealand], vol. 49
Date: Apr 2008
Pages: 6
Montessori materials, Montessori method of education
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Abstract/Notes: moveable alphabet, pink tower, golden beads, world puzzle map
Language: English
ISSN: 1178-6213, 2744-662X
Master's Thesis (Action Research Report)
Relevant Professional Development: Reflective of Adult Learning Styles
Available from: St. Catherine University
Action research, Montessori materials, Montessori method of education
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Abstract/Notes: This action research project was instigated to determine the effects of professional development (PD) for practicing Montessori teachers using the Montessori Language materials. The specific targeted materials included: vocabulary cards, sound analysis, sandpaper letters, moveable alphabet, pencil use, and reading. The research took place during a four week period in a large west coast Montessori school that serves children between 18 months and 12 years old. The teachers who participated in the study all worked with children between the ages of 3 – 6 years old. The data was collected using a provider journal (notes taken by the researcher during the PD sessions), questionnaires and weekly teacher logs. The researcher used available PD literature to plan and execute the study, which highlighted the importance of teachers participating in PD that was designed around participant identified content. The literature also provided guidance as to the content methods to incorporate into the PD sessions. At the conclusion of the study, findings revealed that the teachers benefited from support in all the language categories listed. They also became aware of the content delivery methods that best met their individual needs. Future research is needed to determine the content and delivery needs of teachers in different stages of their careers.
Language: English
Published: St. Paul, Minnesota, 2016
Doctoral Dissertation (Ed.D.)
Toward an Improved Model of Education: Maria Montessori, Karl Popper, and the Evolutionary Epistemology of Human Learning
Available from: Lehigh University Library
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Abstract/Notes: Although most Americans steadfastly maintain that getting a good education guarantees a better society and opens the door to more rewarding careers, it is debated regularly whatthe best set of educational priorities and practices that constitute good schoolingshould be. Sociopolitical considerations of power and control have often driven the agendas of educational reform movements in the United States, and these agendas have typically clustered around adult priorities and ideas of how knowledge should be “transmitted” to children (Cuban, 2003, 2004; Kliebard, 1995, 2002; Perkinson, 1968, 1980, 1984; Tyack & Cuban, 1995). It is asserted in this dissertation that approaches to educational reform should instead be derived from an informed understanding of naturalistic human learning so that curricular structures and pedagogical practices start from children and work backwards in support of their intrinsic curiosity and search for regularities in the world around them...
Language: English
Published: Bethlehem, Pennsylvania, 2012