Language: English

Published: Boston, Massachusetts: The Early Education Co., 1981

Language: English

Published: Cincinnati, Ohio: Xavier University Press, [1973]

Edition: Rev. ed

Abstract/Notes: Every teacher struggles at one time or another with unmotivated students. Michael and D'Neil Duffy, who have shared those struggles in their own professional careers, drew on the wisdom of Maria Montessori, years of their own experience and that of their colleagues, and the insights leaned from decades of research on the subject of motivation to produce a book designed to help Montessori teachers in this area. The Duffys, who have published previous books on Cosmic Education and Montessori Math, hope this new book makes a positive contribution to helping Montessori teachers do their jobs well for the benefit of their students.

Language: English

Published: Westminster, Maryland: Parent Child Press, 2012

ISBN: 978-0-939195-07-7

Abstract/Notes: In 1954 the Supreme Court, in Brown vs. the Topeka Board of Education , ruled that the legal segregation of schools based on race was unconstitutional. Sixty-six years later there still exists an academic achievement gap between white students and students of color. Given that this gap exists in Montessori schools with high standardized test scores, this capstone project examines how the use of Culturally Responsive Teaching in a Montessori Learning environment may help eliminate the academic achievement gap ? This capstone reviews literature pertaining to the role culture plays in education and the alignment of Culturally Responsive Teaching with Montessori teaching practices and philosophy. The information in the capstone was presented at three professional development sessions which consisted of a slideshow and a teacher toolkit. The goal of the project was to motivate Montessori teachers to incorporate the ideas of Culturally Responsive Teaching into their lessons, thereby giving all students the opportunity to see their cultures reflected throughout the school.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: Este Micro Proyecto de investigación aborda la descripción de la enseñanza y el aprendizaje del inglés como segundo idioma de los estudiantes inmigrantes de tercer grado de "Latin American Montessori Bilingual Public Charter School" ubicada en Washington DC, EE.UU. La descripción se desarrolló a través de un estudio de caso que buscaba analizar, describir y mostrar los procesos de aprendizaje y enseñanza de ESL teniendo en cuenta la culturas de la población, lengua materna (Español) y especialmente el contexto en el que se forman (contexto inglés), así como la metodología institucional (Montessori). [This research Micro Project deals with the description of teaching and learning of English as a second language of third immigrant students of the Latin American Montessori Bilingual Public Charter School located in Washington DC, USA. The description was developed through a case study that sought to analyze, describe and show the learning/teaching processes of ESL taking into account their cultures, mother tongue and especially the context in which they are formed, as well as the institutional methodology (Montessori).]

Language: Spanish

Published: Bogotá, Colombia, 2020

Language: English

Published: Orlando, Florida: Early Education Company, 1972

Abstract/Notes: Robot-assisted language learning (RALL) is an emerging field of human-robot interaction to support language acquisition and literacy development with a social robot in multi-modal ways. As learning is an inherently social activity, the effectiveness of dyadic and triadic types of social interaction in RALL and child-robot interaction (CRI) needs to be investigated. In early literacy education, the Montessori method is a remarkable child-centered and collaborative learning approach. Bridging these two spaces, our work attempts to examine if the nature of social interaction, dyadic and triadic, affects children’s outcomes in an environment that adheres to the Montessori principles. To this end, we conducted a between-subject design experiment with 33 Kazakh children aged 6–8 to compare the effectiveness of learning Kazakh Latin in the dyadic and triadic conditions in a Moveable Alphabet learning scenario with a social robot. The analyses revealed mixed results for dyadic and triadic conditions in terms of cognitive gains, while emotional engagement was better in the triadic condition. We discuss these results in the perspective of key insights from the current study and implications for future research.

Language: English

Published: Cham, Switzerland: Springer, 2022

Pages: 204-213

DOI: 10.1007/978-3-031-24670-8_19

ISBN: 978-3-031-24670-8

Language: English

Published: Bloomington, Indiana: Phi Delta Kappa, 1979

Language: English

Published: Phoenix, Arizona: Emunah Pub Co, 1999

Abstract/Notes: This chapter describes the development and implementation of a programme providing higher and continuing education for imprisoned women in Hawai‘i. The purpose of the chapter is to show how the programme, which was based on principles of restorative justice and peace education, connects to and illustrates peace psychology. The programme consists of educational and restorative components. The education component provides women with opportunities to increase self-efficacy and personal agency. The project design motivates inner and relational peace by applying Montessori’s peace education and cooperative learning theories. The restorative re-entry planning process increases respect, empathy, and redemption. The value of respect advanced by Montessori and restorative justice is embedded in the project. Through cooperative learning and restorative re-entry planning practices, the women build supportive and peaceful relationships both internally and relationally to help decrease the structural violence that they have experienced. This chapter describes research supporting education for incarcerated women to address structural violence. The chapter includes an explanation of concepts and applications of cooperative learning and restorative re-entry planning circles and discusses their effectiveness in generating inner and relational peace. This chapter describes how education can increase incarcerated women’s personal agency, self-efficacy, and confidence, creating inner and relational peace, leading to successful re-entry and decreased domestic violence. The program addresses the connection between lack of personal agency and domestic violence, problems shared by many women, incarcerated and otherwise, throughout the world. The programme, created and conducted in Hawai‘i, could be replicated by other correctional institutions.

Language: English

Published: Cham, Switzerland: Springer, 2022

ISBN: 978-3-031-13101-1

Series: Peace Psychology Book Series