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Article
Montessori and Learning Differences
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 1
Date: Winter 2003
Pages: 13
Children with disabilities, Inclusive education, Learning disabilities, Montessori method of education
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Language: English
ISSN: 1054-0040
Article
The At Risk Child: How the Montessori Classroom Enhances Learning
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 2
Date: Spring 2004
Pages: 8–12
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Abstract/Notes: Part 2 of 2
Language: English
ISSN: 1054-0040
Article
Parents Learning and Loving Montessori Education [book reviews]
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 3
Date: Fall 2016
Pages: 65
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Abstract/Notes: Written by Rob Keys, who has 30 years of experience in Montessori teacher education and school admissions, it is a book well suited for parents looking for the best learning environment for their child, as well as for parents who are struggling with keeping their child in a Montessori school beyond kindergarten or Lower Elementary.In a comment he made to me when I interviewed him about the book, he stated, "Montessori schools have long relied on the success of their graduates and word-of-mouth to validate their programs.[...]educators who are drawn to the dictum "follow the child" will bolster their understanding of how children learn best by reading this book.
Language: English
ISSN: 1054-0040
Article
Learning with Music in the Classroom: What Research Says
Publication: Montessori Life, vol. 10, no. 4
Date: 1998
Pages: 32–33
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Language: English
ISSN: 1054-0040
Article
We Are Still Here: Learning About Indigenous Peoples of the Americas
Publication: Montessori Life, vol. 14, no. 4
Date: 2002
Pages: 32–35
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Language: English
ISSN: 1054-0040
Article
Sensory Perception: Learning to Use Our Natural Resources
Publication: LM Courier
Date: Apr 1986
Pages: 3–4
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Language: English
Article
Montessori and the Hyperactive Learning Disabled Child
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1978, no. 1
Date: 1978
Pages: 31–34
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Language: English
ISSN: 0519-0959
Article
A Neuroscience-Based Learning Technique: Framework and Application to STEM
Available from: World Academy of Science, Engineering and Technology
Publication: International Journal of Educational and Pedagogical Sciences, vol. 14, no. 3
Date: 2020
Pages: 197-200
Montessori method of education, Neuroscience
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Abstract/Notes: Existing learning techniques such as problem-based learning, project-based learning, or case study learning are learning techniques that focus mainly on technical details, but give no specific guidelines on learner’s experience and emotional learning aspects such as arousal salience and valence, being emotional states important factors affecting engagement and retention. Some approaches involving emotion in educational settings, such as social and emotional learning, lack neuroscientific rigorousness and use of specific neurobiological mechanisms. On the other hand, neurobiology approaches lack educational applicability. And educational approaches mainly focus on cognitive aspects and disregard conditioning learning. First, authors start explaining the reasons why it is hard to learn thoughtfully, then they use the method of neurobiological mapping to track the main limbic system functions, such as the reward circuit, and its relations with perception, memories, motivations, sympathetic and parasympathetic reactions, and sensations, as well as the brain cortex. The authors conclude explaining the major finding: The mechanisms of nonconscious learning and the triggers that guarantee long-term memory potentiation. Afterward, the educational framework for practical application and the instructors’ guidelines are established. An implementation example in engineering education is given, namely, the study of tuned-mass dampers for earthquake oscillations attenuation in skyscrapers. This work represents an original learning technique based on nonconscious learning mechanisms to enhance long-term memories that complement existing cognitive learning methods.
Language: English
Doctoral Dissertation (Ed.D.)
The Power of Play: A Case Study on How Play-Based Learning Can Affect the Oral Language and the Social and Emotional Development of Students in the Kindergarten Classroom
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: With the passing of NCLB in 2001, pedagogy in the kindergarten classroom has changed exponentially. The requirement for a rigorous academic curriculum has replaced the play-based learning that used to be synonymous with the kindergarten classroom. Since the beginning of kindergarten, researchers have worked to prove the importance of play in the classroom and the role of the educator in these play-based learning scenarios. Many studies have found a correlation between play and child development, but this has not been enough to change the minds of educators and school districts across the United States. This qualitative case study explored teachers’ perceptions and classroom interactions during play through a triangulation of data including video recordings, interviews, and observations to explore the effect play might have on the social, emotional, and oral language development of kindergarten students in a district that is already implementing free play centers in the classroom. Varying beliefs among the educators and multiple scenarios of social, emotional, and oral language development skills being used by students during these free play sessions were explored. Key themes that emerged from the data included a range of understanding amongst the teachers, the need for regular professional development on how to implement play in the classroom, and the importance dramatic play has on social, emotional, and oral language development for kindergarten students.
Language: English
Published: Springfield, Missouri, 2022
Master's Thesis (Action Research Report)
The Benefits of Parent-School Partnerships: A Cooperative Approach to Increase Student Learning and Achievement
Available from: St. Catherine University
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Abstract/Notes: This action research study was conducted at a rural Montana public school and included students in the first through third grade and their parent participants. The study investigated the ways that parent participation, through parent-school partnerships, could benefit student learning and achievement. The study used a combination of student surveys and interviews, while the parents completed an online survey and questionnaire. The results of the study focused on students’ perceptions of their parents’ involvement in their educational experience as well as primary ways that parents communicate with their child’s school, teachers, and their involvement with their child in and out of school. Further investigation of this study would focus on specific ways parents are involved in their child’s educational experience and observing and documenting parent-student involvement through a school-hosted program during a school day.
Language: English
Published: St. Paul, Minnesota, 2014