For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
From Montessori Education UK
Publication: Montessori Society Review, vol. 15
Date: 2005
Pages: 5
See More
Language: English
Book
Album didattico Montessori: attività per imparare la matematica: la guida per l'insegnante [Montessori educational album: activities for learning mathematics: the teacher's guide]
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
See More
Language: Italian
Published: Trento, Italy: Centro studi Erickson, 2022
ISBN: 978-88-590-2966-3
Article
A New World for a New Humanity: "Education for Peace"
Publication: The Alcove: Newsletter of the Australian AMI Alumni Association, no. 9
Date: Nov 2002
Pages: 6
AMI/USA National Conference (July 2002), Americas, Conferences, North America, United States of America
See More
Abstract/Notes: AMI/USA Conference, July, 2002
Language: English
Article
Pedagogika Montessori [Montessori Education]
Publication: Zdrav vrtec [Healthy Kindergarten], no. 6
Date: 1996
Pages: 36-38
See More
Language: Slovenian
ISSN: 1318-9115
Article
24th International Montessori Congress "Education as an Aid to Life" Paris, July 2001
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2001, no. 2-3
Date: 2001
See More
Language: English
ISSN: 0519-0959
Article
Reinventing the Wheel: Seeking Excellence in Education
Publication: Delta Kappa Gamma Bulletin
Date: Fall 2009
Pages: 34-36
See More
Language: English
ISSN: 0011-8044, 2169-5326
Article
Education for Sustainability Development via School Garden
Available from: European Journal of Education Studies
Publication: European Journal of Education Studies, vol. 7, no. 9
Date: 2020
School gardens, Sustainability
See More
Abstract/Notes: The garden can be viewed as an imitation of nature in an urban setting. In past times, many educators aware of the importance of nature in the education process were avid supporters of the school garden. Many studies that examined the influence of the school garden in the education process have shown that it offers multiple benefits to the students, one of which is that it furthers experiential learning. Students involved in gardening improve their overall academic performance and increases their interest in learning. It also seems to have positive effects on their overall behavior and on their emotional and social health. In the results of studies, we can also see the students who participated in gardening showed remarkable improvement in their overall physical health, and that they often adopted better nutritional habits. Finally, the school garden can serve as a portal for the students and for the school in general, to introduce them to environmental education and to sustainability in both theory and practice. Article visualizations:
Language: English
ISSN: 2501-1111
Doctoral Dissertation
A Comparison of Traditional vs. Montessori Education in Relation to Children's Self-Esteem, Self-Efficacy, and Prosocial Behavior
Available from: ProQuest - Dissertations and Theses
Academic achievement, Americas, Caribbean, Comparative education, Elementary education, Latin America and the Caribbean, Montessori schools, Puerto Rico, Student attitudes
See More
Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.
Language: English
Published: San Juan, Puerto Rico, 2002
Conference Paper
Are Multiage/Nongraded Programs Providing Students with a Quality Education? Some Answers from the School Success Study
Available from: ERIC
Fourth Annual National Create the Quality Schools Conference, April 6, 1995, Oklahoma City, Oklahoma
See More
Abstract/Notes: This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during.
Language: English
Article
The Montessori Method and the Educational Utopia of Charlotte Perkins Gilman’s Herland
Available from: West Texas A&M University
Publication: Tracks, vol. 1
Date: 2019
Pages: 14-25
See More
Language: English