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Sequence 9Ethnic Group Total Black Hispanic Anglo Asian (n=175) Activity (n=41) (n=47) (n=84) (n=3) Montessori and traditional… |
Sequence 10stability to the school and continuity of instruction for many of its students. Table 3 Attrition in the Denver Montessori… |
Sequence 11Summary and Conclusion During its first year of implementation, the Montessori program in the Denver Public Schools made… |
Sequence 1ELEMENTARY MONTESSORI AND PARENT EDUCATION by John McNamara Mr. McNamara's poignant description of children and parents… |
Sequence 5I want students to be able to answer the question-What is a Mon- tessori school?-and to be very much conscious of what we are… |
Sequence 6What about a new student? I can use the following comment from a new sixth grade girl. To me a Montessori school is a very… |
Sequence 7I strongly urge Montessori directors and directresses to collect com- ments by their students on Montessori education. I began… |
Sequence 8final point. It is the passages that characterize the Montessori Method. If we say the passages are not the important thing we… |
Sequence 4Sociability Watch the ways in which the children offer asistance to one another-with the materials and with everyday tasks-… |
Sequence 1THE NATURE AND THEORY OF SILENCE ACTIVITIES IN THE CHILDREN'S HOUSE by Mary Black Verschuur Ph.D With the incisiveness… |
Sequence 2Culturally too, silence has many interpretations. Within our society silence can be construed as inferring compliance or… |
Sequence 4Montessori did, however, write extensively on the will and the development of will in young children. Later interpreters of… |
Sequence 7could make the children silent and yet claim freedom. The age-old misconceptions of freedom and discipline surfaced for… |
Sequence 10Mr. Montessori stressed, however, that these lofty aims can only be sought by the individual exercise of will power. No amount… |
Sequence 1MURIEL DWYER: ON THE WAY TO THE AIRPORT by David Kahn Although Ms. Dwyer has written a short pamphlet entitled Key to… |
Sequence 2Dwye1·: Well, yes of course it does relate to being able to decode; some call that reading, although it is only a small part… |
Sequence 3is fundamentally outgoing. Then he must have the experiences, suffi- ciently wide experiences, and the language that goes with… |
Sequence 1EDITORIAL: AMI MONTESSORI: BACK TO THE FUTURE By David Kahn We are in the turmoil of becoming. And as one undergoes the… |
Sequence 2of beliefs, its ability to ignite the enthusiasm and commitment of teach- ers, stems from a spiritual and undiluted energy… |
Sequence 5There is, in AMI circles, an evolving sense of a need to build linkages between the integral idea and the experimental… |
Sequence 6intensity of the Montessori vision that makes the system work; knowl- edge of the materials is bound by the interiority of the… |
Sequence 7tofight mediocrity, and renew our own fires by returning to the first flames, the sources of Montessori. These sources are,… |
Sequence 2Observation, classification, abstraction and symbolism are essential elements of the human mind. Is it surprising then that… |
Sequence 5some leaf shapes in the garden and asked the children between eight and ten to memorize their names in the presence of the… |
Sequence 10followed until all the strips have been placed. Then the teacher takes one of the corresponding booklets and slowly, page by… |
Sequence 3Montessori: You had to construct the environment in order for the animal to live. For each animal there was a special… |
Sequence 4depend on sunshine, water, earth, men and animals. This is a real aspect of the world's functioning. We saw purpose in… |
Sequence 6child can experience in nature that there is something eternal, present everywhere and always, which seems to have organized… |
Sequence 4place and teacher, leaving impressions which incubate in the absorbent mind. Those experiences remain even while the conscious… |
Sequence 2twelve years. In 1948 she writes, "This plan of Cosmic Education as a foundation stone of the ADVANCED METHOD was… |
Sequence 4his self-made environment in a condition that may permit human life to evolve toward a dignified existence for everyone. This… |
Sequence 5Doesn't it sound like falling back into the ways of earlier educators, defining goals for education in looking at the… |
Sequence 6If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest… |
Sequence 8Physics sometimes is seen as dealing with the lifeless nature as opposed to biology dealing with life in nature. It is true… |
Sequence 9placement is that all these experiments provide fundamental impres- sions, sensorial experiences or understanding of phenomena… |
Sequence 1COSMIC EDUCATION: SOWING LIFE, NOT THEORIES by David Kahn This is an attempt to clarify the role of Cosmic Education in… |
Sequence 4have little to do with science for science's sake, but rather is an expres- sion of a philosophical view which in turn… |
Sequence 5slogan of the past, but now Montessori implies that the same sentiment could "be developed on a scientific plan, and… |
Sequence 6Work as the cosmic expression is ever a necessity of life and a joy; its shirking means extinction, the doom of original… |
Sequence 10This not to abandon the scientific rigors of the material to be pre- sented to the child. Montessori is quite clear in that… |
Sequence 1EXPLORING WITH THE NINE TO TWELVE CHILD by Kathleen Futrell Delineating a master portrait of a Montessori "upper… |
Sequence 10Professor Allan Bloom, who wrote The Closing of the American Mind, judges today's University students as, "young… |
Sequence 4the inanimate object and to acquire relationships with other human objects such as friends or teachers. This is a milestone… |
Sequence 7will find policies of the school negotiable. She will repeatedly have difficulty doing those structural things that parents do… |
Sequence 8feel in herself a sense that what she is offering in the Montessori frame is "not good enough" and that she… |
Sequence 9The resistance is fear of making a mistake, and we have taught the parent how to make choices. It is parent education in its… |
Sequence 13The maturational need of the Rule Breaker then is to form a bond with the teacher. If the mother-teacher bond is formed, the… |
Sequence 2easy for him to make the bed each morning. A small Pinocchio hat rack held his pajamas and his outdoor coat. A large piece of… |
Sequence 3touching remembrance of a visit to Hiroshima. She spoke of her own dedication to peace and education and managed to dig a hole… |
Sequence 1Preface Montessori Research and Montessori Public Education This comprehensive volume of Montessori commentary and research… |
Sequence 2credentials. Thirty-eight percent reflected either random multi-age groupings or no multi-age groupings. Indeed, without… |
Sequence 3research, if properly guided, will establish once and for all the features which make Montessori unique. Defining Montessori… |
Sequence 4CHAPTER I INTRODUCTION The purpose of this book is to analyze research on the Montessori method of education and its effects… |
Sequence 8Disadvantaged; studies done with low socioeconomic status (SES) chil- dren. These studies tended to overlap into both the… |
Sequence 91. The teacher held a recognized Montessori diploma: AMI or AMS. 2. The classroom was fully equipped in all basic areas, and… |
Sequence 1studies hypothesized increased perceptual motor ability or eye hand coordination from the sensorial materials when the direct… |
Sequence 4CHAPTER2 EARLY RESEARCH STUDIES Travers (1985) credits Montessori with the fu-st educational program that was based on… |
Sequence 2essential principles, and which he believed were an improvement over her materials. These materials are not described, however… |
Sequence 3This study is interesting because it is the only research in the liter- ature which specifies Montessori materials by age-… |
Sequence 5Earlier research had shown that economically disadvantaged children came to school lacking readiness to learn and profit from… |
Sequence 6During July, 1965, and January, 1966, Banta and his staff developed tests, observations, and interview techniques designed to… |
Sequence 9~----------------------------- ~- -- sentences on a subtest of the Wechsler Preschool Intelligence Scale (WIPPSI); and to… |
Sequence 10Montessori. This confounds the results and perhaps explains why Banta found only slight differences between the Montessori and… |
Sequence 13records on absenteeism, teacher comments, and referral for special services information. However, she had to suspend this… |
Sequence 14Miller's Studies in Kentucky Miller's research is characterized by sound research procedures except for inability… |
Sequence 17resistance to distraction, initiative, and curiosity. The Bereiter- Englemann children achieved significantly higher on… |
Sequence 18was from 8:30 A.M. to 1:30 P.M. There were 25 children in a class with a teacher, an aide, and two parent-aides who alternated… |
Sequence 19groups on curiosity but less aggressive regardless of the kindergarten program. On Arithmeti,c, the Montessori group was… |
Sequence 20higher than the traditional groups. In regard to effects of preschool and type of kindergarten program, Montessori children… |
Sequence 21superior to children in the other three programs, but the differences were not statistically significant. There were no… |
Sequence 23child's responses to preschool programs were predictive of later aca- demic achievement and that the Montessori… |
Sequence 24engage the child in verbalizations or require such verbalizations as part of the definition of productive involvement. This… |
Sequence 25participating in the Consortium study administered the following mea- sures: Weschsler Intelligence Scale (Form B), A School… |
Sequence 26highest percentage of high school graduates, 75 per cent, had fewer children who were retained, and received the highest… |
Sequence 28Other measures were of school-related behaviors and attitudes and social perceptions and social interaction. Results First… |
Sequence 29program did not perform at grade levels on the Metropolitan Achieve- ment battery even though they were scoring at normal to… |
Sequence 33Montessori classroom had one teacher and an aid for 25 children of lower and middle class socioeconomic status. Stodolsky… |
Sequence 36there was a need to insure sound teaching practices. At the end of the school year children were tested individually for… |
Sequence 373. Structuring the learning environment so as to provide diversi- fied rather than restrictive stimulation with respect to the… |
Sequence 38letters, Go Fish was used to teach numbers and each child spent 8-10 minutes on the Talking Typewriter. Results Results… |
Sequence 39Montessori children remained at Sackville and were rated as average, indicating long-term retention of gains made in the… |
Sequence 40daily program as specified by the Head Start program. Montessori children participated more in self-care and care of others… |
Sequence 41Observation data was based on only two visits during the year, thus caution must be exercised in drawing inferences from the… |
Sequence 43children. He investigated the long-term effects of a traditional day care and a Montessori preschool for disadvantaged… |
Sequence 44measures used. Second, while the groups seem homogeneous within- groups and across matched groups on most factors, one problem… |
Sequence 1beginning and end of the kindergarten program than those without this experience. However, on all measures there were no… |
Sequence 3Prusso, K. (1977). Preki1ukrgarl.en Head St.a;rt evaluation year end report 1976-1977, Repqrt No. 7808. Philadelphia:… |
Sequence 8d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 1d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 4CHAPTERS OTHER STUDIES OF MONTESSORI CHILDREN OF MIDDLE SOCIOECONOMIC STATUS This section reviews a variety of studies of… |
Sequence 5and on learning how to do verbal problem solving. Reading was taught using the Initial Teaching Alphabet, and the arithmetic… |
Sequence 6A critical factor in this study is what was measured. Bereiter did not measure what the Montessori program was teaching by the… |
Sequence 7provided sensitive guidance. She continued to add to the environment and provided materials which children could independently… |
Sequence 9An interesting aspect of this study was the difference in teachers' connotations of words used on the questionnaire.… |
Sequence 10level scores was 1.8 to 4.0 with a median of 2.8. On social, academic and attitudinal measures no child was rated weak, except… |
Sequence 11teacher. The latter were completed within two months of the child's entrance into either kindergarten or first grade.… |
Sequence 12Commentary The design and execution of this study is quite acceptable, but one criticism of the study would be the small… |
Sequence 1Mathematics The primary hypothesis of the study by Morgan (1978), was that certain aspects of the concept of number, as… |
Sequence 2Dependent variables in the study were the motor skill of eye-hand co-ordination, visual perception skills of figure ground and… |
Sequence 3Gitter, Lena L. (1968). Interpretation and Summary of Montessori Modulaties. ~ American Mon- tea,ori Society Bulletin, 1(4), 1… |