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Conference Paper
The Impact of the Montessori Method's Three-Period Lesson on the Word Learning of Students Who Are Deaf or Hard of Hearing
Available from: higherlogicdownload AWS
Children with disabilities, Deaf, Deaf children, Hearing impaired children, Inclusive education, Montessori method of education, Three-period lesson
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Abstract/Notes: Poster presentation at an undetermined conference.
Language: English
Master's Thesis (Action Research Report)
The Effects of the Implementation of the Conscious Discipline Program on Social Emotional Learning in an Early Childhood Classroom
Available from: St. Catherine University
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Abstract/Notes: This study investigates the efficacy of Conscious Discipline’s teaching strategies to enrich social-emotional learning and establish a positive classroom climate in an early childhood Montessori classroom. Conscious Discipline is a written program, of instructional and behavioral strategies created by Dr. Becky Bailey (2011). The question throughout this research project was “Does teaching Conscious Discipline strategies enhance social-emotional learning in preschool aged children?” The study was conducted in a Montessori classroom, the participants being both boys and girls ranging in age from 3 to 4 years. For six weeks, Conscious Discipline strategies were being implemented on a day-to-day basis, when dealing with real-life incidents in the classroom, reading books purchased through Conscious Discipline and establishing a Safe Place. During this sixweek study data was gathered through observations, a pre-survey, and a standardized assessment, and analyzed to document the effects of Conscious Discipline. The data collected demonstrated an increase in social-emotional learning, an increase in the joy in teaching, a positive classroom climate, a decrease in aggressive acts, and an increase in student respect and responsibility in a social community.
Language: English
Published: St. Paul, Minnesota, 2014
Book Section
The Perfect Storm of Challenging Students: Fifteen Strategies to Support the Socio-Emotional Learning and Education of the Whole Learner
Available from: IGI Global
Book Title: Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education
Pages: 211-245
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Abstract/Notes: This chapter explores 15 strategies being employed at various public military charter schools across the United States to support the socio-emotional learning and education of the whole learner. These research-based strategies are intended to overcome and vanquish the adverse childhood experiences (identified in a Kaiser health study), various forms of trauma, and typical “at risk” factors so common amongst families who tend to choose public military academies in the hopes these schools will “fix” the many challenges their children face. Through a careful examination of each strategy (including its research basis and benefits and challenges), the author provides a glimpse into a possible formula other public and private schools might consider employing to meet the socio-emotional and educational needs of students impacted by a cacophony of life's challenges.
Language: English
Published: Hershey, Pennsylvania: IGI Global, 2021
ISBN: 978-1-79984-906-3
Doctoral Dissertation
Skolans Levda Rum och Lärandets Villkor: Meningsskapande i Montessoriskolans Fysiska Miljö [The School's Living Space and the Conditions of Learning: Creating Meaning in the Montessori School's Physical Environment]
Architecture, Design, Environment, Europe, Nordic countries, Northern Europe, Scandinavia, Sweden
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Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.
Language: Swedish
Published: Stockholm, Sweden, 2012
Article
Out of the Classroom . . . Into the Garden: An International Symposium on the Prepared Outdoor Learning Environment
Publication: Tomorrow's Child, vol. 2, no. 1
Date: Feb 1994
Pages: 10–13
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Abstract/Notes: Sponsored by The Montessori Foundation and the American Horticultural Society, August, 1994
Language: English
ISSN: 1071-6246
Book Section
Die "Suche nach Lernchancen" und die "Bildungsmotive" in der Umgebung des Kindes im Alter von 0-3 Jahren [The "search for learning opportunities" and the "educational motives" in the environment of the child aged 0-3 years]
Book Title: Das Lernen in die eigene Hand nehmen: Mut zur Freiheit in der Montessori-Pädagogik [Taking learning into your own hands: Courage for freedom in Montessori pedagogy]
Pages: 60-83
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Language: German
Published: Münster, Germany: LIT, 2008
ISBN: 978-3-8258-0850-1
Series: Impulse der Reformpädagogik , 19
Article
The Presentation of Materials in the Montessori Casa dei Bambini and Its Relationship to the Role of Imitation in Human Learning
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2008, no. 1
Date: 2008
Pages: 18–43
Children's House (Casa dei Bambini)
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Abstract/Notes: Sackett addresses in detail Montessori’s grasp of the importance of intrinsic motivation for imitative learning and discusses how the Montessori presentations of material assist natural development.
Language: English
ISSN: 0519-0959
Book
A Montessori Recommended Curriculum: Guidelines for the implementation of the RNCS through the Montessori Learning Programme
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Language: English
Published: [S.I.]: South African Montessori Association, 2006
Book
The Progressive Classroom: Unlocking the Potential of Learning for the Future
Montessori method of education - Criticism, interpretation, etc., Progressive education - Criticism, interpretation, etc., Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Language: English
Published: Chennai, India: Clever Fox Publishing, 2023
Article
The New Look in Nursery Schools: Rich in stimulating materials, warn, in feeling, the best preschools today help youngsters make the most of their crucial learning years
Available from: ProQuest - Women's Magazine Archive
Publication: Parents' Magazine and Better Family Living, vol. 47, no. 9
Date: Sep 1972
Pages: 52-53, 65-67
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Language: English
ISSN: 0031-191X