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Article
Positive Parenting
Publication: CAMT Quarterly (Ontario, Canada), vol. 18, no. 1
Date: Jan 1993
Pages: 10
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Language: English
Article
Positive Choices: Something to Think About
Publication: CAMT Quarterly (Ontario, Canada), vol. 18, no. 1
Date: Jan 1993
Pages: 9
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Language: English
Book
Active Learning: Positive Impact for Schools and Democratic Society
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Abstract/Notes: The concept of active learning is analyzed in terms of its place in the democratic school. Defined is the meaning of an effective democracy and active learning. The relationship of participation to democracy is analyzed in terms of effectiveness. Ownership and empowerment are the keys to participatory democracy. Several educators' philosophies are examined: Maria Montessori, Benjamin Bloom, and J. Goodlad. Student preparation for a democractic society is one purpose for the active learning project. Appended are 14 references. ERIC Number ED307702
Language: English
Published: Ohio: [s.n.], 1989
Conference Paper
Positive Socialization in an Educational Inclusion Group of a Montessori Elementary School
Available from: IATED Digital Library
8th International Conference on Education and New Learning Technologies
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Abstract/Notes: The purpose of the present work was to foster positive socialization in a multilevel group of a Montessori elementary school comprised by 20 students between 9 and 12 years old and many students with Special Education Needs. Positive socialization refers to the group of behaviors to aid the more vulnerable and concern for the others (Rudolph, 2000). It is important to nurture these behaviors during the school age since this is the stage where students require them to foster healthy coexistence and cooperation, as well as respect for differences and diversity among peers, which is closely related to educational inclusion, which premise is to make a school for all, for which the creation of spaces where coexistence and differences acceptance are nurtured taking into account the needs of each student (Romera, 2008). The Elementary Education Syllabus in Mexico mentions the inclusion principle, which emphasizes the teaching of values, attitudes and behaviors towards helping the others (Secretary of Public Education, 2011). Under this perspective, a traditional empirical quantitative applied field study was conducted. The design was of only one group, with two pretest-posttest measurings in which also 5 teachers participated in the group activities. The group was assessed in Positive socialization by means of the Socialization Battery BAS-3 by Silva and Martorell (1987) which defines a child’s profile by five factors. The pretest results indicated five subjects obtained a scoring below the mean value in the Concern for the others scale, this meant the subjects had little social sensitivity or concern for others. In addition, the Inclusive Practices in the Classroom Evaluation Guideline in its observation and self-report version by Garcia, Romero and Escalante (2009) was applied, which allowed to measure the levels of educational inclusion in the group. The results determined that four teachers obtained a scoring below the mean value in the planning area scale. Based on the pretest results obtained from both instruments, an intervention program was designed based on the Cooperative play proposal by Garaigordobil (2004), to foster prosocial behaviors, while the decision taking according to the students’ needs were worked with the teachers. At the end of the intervention, a posttest was applied to the group and the results indicated a significant increment in the positive socialization, especially, the behaviors towards helping the others in the students with the lowest scores from the pretest; teachers planning also improved to achieve a more inclusive environment in the group. The results were validated with the non-parametric Wilcoxon test using the Statistical Package for the Social Sciences (SPSS) software.
Language: English
Published: Barcelona, Spain: International Academy of Technology, Education and Development (IATED), 2016
Pages: 7934-7941
DOI: 10.21125/edulearn.2016.0741
ISBN: 978-84-608-8860-4
Book
Montessori Education: Positive Psychology for Today's Challenges
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 2000
Article
Developing a Positive Vision for the Whole School
Publication: NAMTA Journal, vol. 25, no. 2
Date: 2000
Pages: 61-71
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Applies the principles of development and integration to the maturation of Montessori schools. Suggests that evaluative inquiry be used as the basis for community inquiry and problem solving by Montessori staff so that reflection, questioning, and decision making result in the highest level of Montessori implementation. (KB)
Language: English
ISSN: 1522-9734
Article
The Power of Montessori's Positive Psychology in an Expanding Universe
Publication: NAMTA Journal, vol. 24, no. 3
Date: 1999
Pages: 113-22
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Relates Montessori theory of development with the concept of connection to the universe and natural world, noting Montessori education's role in nurturing reestablished connection with the natural world. Describes events leading to a fulfilled life as part of psychological normalization, noting the importance of identifying positive tendencies of humans to develop that connection and greater realization of human possibility. (JPB)
Language: English
ISSN: 1522-9734
Article
Increased Positive Affect and Life Engagement as a Result of Montessori Programming
Available from: ScienceDirect
Publication: Alzheimer's and Dementia, vol. 14, no. 7, Supplement
Date: Jul 2018
Pages: P542-P543
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)
Article
Montessori's Positive Psychology: A Lasting Imprint
Publication: NAMTA Journal, vol. 25, no. 2
Date: 2000
Pages: 1–2
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Book
You Say Goodbye and We Say Hello: The Montessori Method for Positive Dementia Care
Available from: Books to Borrow @ Internet Archive
Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori-based interventions (MBI)
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Abstract/Notes: Caring for a person with dementia or Alzheimer's disease can be fraught with frustration. Tom and Karen Brenner show people living with dementia, their families and caregivers, how to navigate this challenging condition using techniques first developed by Maria Montessori. This positive and inspiring book values the person being cared for and offers methods and strategies to engage them and help families and caregivers connect
Language: English
ISBN: 978-0-615-76245-6