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Document
Lowering the Noise Level in an Open Classroom
Available from: Michael Olaf Montessori Company
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Language: English
Published: 1973
Book
Pupil Organisation and Teaching Strategies in a New Zealand Montessori Primary Classroom: A Research Paper
Australasia, Australia and New Zealand, Montessori method of education, New Zealand, Oceania
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Language: English
Published: Wellington, New Zealand: E. Barry, 1992
Book Section
Teacher Aids in the Montessori Classroom
Book Title: Proceedings of the 1963 American Montessori Society National Seminar
Pages: 265-266
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Language: English
Published: New York: American Montessori Society, 1963
Book
Children of the Universe: Cosmic Education in the Montessori Elementary Classroom
Cosmic education, Michael Duffy - Writings
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Language: English
Published: Hollidaysburg, Pennsylvania: Parent Child Press, 2002
Master's Thesis
Curriculum and Instructional Methods in Multiage Classrooms
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Language: English
Published: Fresno, California, 2005
Book Section
A Time-Sampling Analysis of Montessori Versus Traditional Classroom Interaction
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 138-142
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article was originally published in the Journal of Educational Research, v. 66, no. 7 (Mar 1973), p. 313-316.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
A Time-Sampling Analysis of Montessori Versus Traditional Classroom Interaction
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 122-126
Americas, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article was originally published in the Journal of Educational Research, v. 66, no. 7 (Mar 1973), p. 313-316.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1981
Edition: 1st ed.
ISBN: 0-536-03647-0
Doctoral Dissertation (Ph.D.)
The Role of Educational Evaluation in Three Selected Montessori Elementary Classrooms
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study was designed to explore the role of educational evaluation in three selected Montessori elementary classrooms; to characterize educational evaluation in these three classrooms in terms of an educational philosophical orientation and an evaluation model; and to analyze critically and interpret the observed role of educational evaluation within the framework of Montessori philosophy and methods. Three classrooms (two kindergarten-first and one second-third grade class) from two Montessori schools in the Newark-Wilmington, Delaware area comprised the sample of the study. Following a pilot study, arrangements were made to interview parents, teachers, and students. Other sources of data included 60 hours of classroom observation and three questionnaires that focused on educational philosophy and evaluation. Both qualitative and quantitative methods were used in the classrooms, but the emphasis was on the former approaches, such as observation and questioning. Problem-solving techniques were used, especially with regard to social conflicts. The instructional programs and evaluation primarily were individualized. The observed evaluative practices were consistent with Montessori philosophy and represented a logical outgrowth of the Montessori method. Evaluation was carried out in a positive, supportive way that focused on the individuals; however, the well-being of the class was also important. The observed evaluative practices observed were indicative of a liberal philosophical orientation. Reasons for this assessment include the emphasis on problem-solving, the importance of the individual and of the group as a social collective, the use of non-testing evaluation practices, the individualized nature of the evaluation activities, and the guiding/collaborative nature of the teacher's role. Quantitative methods were used, but served to confirm observations gathered by less formal means. For both teachers and children, the approach to evaluation was an individualized one. An aspect common to both teachers and children was the understanding and appreciation of others as individuals. Teachers sought information on which they could make decisions regarding individuals and the class as a social unit. Students were encouraged to become independent by learning how to evaluate their own work, to become their own best critics.
Language: English
Published: Newark, Delaware, 1989
Master's Thesis (Action Research Report)
Does Storytelling Affect Story Writing in a Lower Elementary Classroom?
Available from: St. Catherine University
Action research, Lower elementary, Montessori method of education
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Abstract/Notes: This study investigated the impact an oral storytelling component had on students’ story writing. The study took place over six weeks in an Elementary classroom at a small independent Montessori school. Eight Lower Elementary students (ages 6-9) listened to stories told by the teacher, or orally told ideas for their stories, prior to thirty minutes of story writing. Also, approximately halfway through the study, the students participated in a storytelling workshop conducted by a professional storyteller. Data sources included pre-intervention and weekly writing samples, engagement observations, a writing rubric to code the writing samples and a student writing attitude scale completed before and after the intervention. Over the course of the study, students’ time engaged in the writing process and quality and length of their stories increased. Additionally, after the storytelling workshop, improvement in student writing increased at a faster rate than before the workshop. Further research could study if an oral storytelling workshop implemented earlier in the school year could have a greater impact over a greater length of time.
Language: English
Published: St. Paul, Minnesota, 2017
Book
The Multiage Classroom: A Collection
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Abstract/Notes: Noting that the recent call for holistic models of schooling dictates a thorough investigation of more natural groupings of students, this collection of articles reviews available literature on multiage, nongraded, continuous progress classrooms. Divided into six sections, the chapters explore the overriding concerns and the pros and cons of such instruction, delineate the procedures and practices associated with multiage instruction, illustrate actual classroom practice, and examine issues of evaluation and accountability in such classrooms. The chapters are: (1) "The First 30 Years Were the Fairest" (Connell), tracing the history of schooling from Sputnik to the late 1980s; (2) "The Dual-Age Classroom: Questions and Answers" (Woelfel); (3) "The Return of the Nongraded Classroom" (Anderson); (4) "The Pros and Cons of Mixed-Age Grouping (Lodish); (5) "On the Merits of Multiage Classrooms" (Pratt); (6) "A Study of Multi-Age or Family-Grouped Classrooms" (Milburn); (7) "The Benefits
Language: English
Published: Palatine, Illinois: IRI/Skylight Publishing, Inc., 1993
ISBN: 0-932935-71-0