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Sequence 16In other words, non-academic activities were outside the "mission" of the school and less influenced by… |
Sequence 17In addition to the comparison of the Montessori and traditional students, Figure 1 also provides additional interesting… |
Sequence 18The ESM measure of salience showed a different pattern. Both the Montessori and the traditional students reported salience… |
Sequence 19ported undivided interest only 24% of the time. The primary experi- ence for the traditional students was what John Dewey… |
Sequence 20Experience in Non-Academic Work What about the times when students were doing non-academic work? The expectation was that… |
Sequence 21PART 2. THE SOCIAL CONTEXT OF MIDDLE SCHOOL: TEACHERS, FRIENDS, AND ACTIVITIES IN MONTESSORI AND TRADITIONAL SCHOOLS The… |
Sequence 22applies to parenting; adolescents who feel supported at home report more positive affective states (Rathunde, "Family… |
Sequence 23Berndt). When tasks are more collaborative, students also report a stronger mastery goal orientation (Nichols & Miller… |
Sequence 24Table 3. Questions on the Teacher and School Measure Students & Teachers Get Along There is School Spirit… |
Sequence 25detailed classroom signals, percentage variables were calculated for each student and for the Montessori and traditional… |
Sequence 26Figure 4. Students' Perceptions ofTheir Teachers and Schools • Montessori o 1hditional 2.7 Teacher Support..… |
Sequence 27p e r C e n t of t 75.0 56.3 37.5 ~ 18.8 e 0 Figure 5. Time Spent with Classmates & Friends in Academic… |
Sequence 28Figure 6. Classroom Activities in Montessori and 11-aditional Schools Passive..- Listtning Collaborative.., W&rk… |
Sequence 29Despite the different interests of all these individuals, the questions that keep coming up are often very similar. Therefore… |
Sequence 30Could the results be due to bias? In other words, were the Montessori students just trying to make their schools look better… |
Sequence 31There is one advantage that the Montessori students did possess. For most of them, the transition from the elementary grades… |
Sequence 32Education and Optimal Experience"), a theoretical article recently submitted to an academic journal (Rathunde, An… |
Sequence 33Why are these results important for the Montessori middle school students? Many skeptics will look at these results and say… |
Sequence 34foJlowed by the genius. His characteristics are absorbed attention, a profound concentration which isolates him from all the… |
Sequence 35premise, namely, that the goal of such approaches is for students to have fun. However, it is important to draw a clear… |
Sequence 36REFERENCES Ames, C. "Classrooms: Goals, Structures, and Student Motivation." Journal of Educational… |
Sequence 37of Human Development. Ed. R.M. Lerner. New York: Wiley, 1998. Vol. 1 of Handbook of Child PsychologiJ, Wil- liam Damon, ed.-… |
Sequence 38Feldlaufer, H., C. Midgley, & J.S. Eccles. "Student, Teacher, and Observer Perceptions of the Classroom… |
Sequence 39Juvonen, J., & K. Wentzel, eds. Social Motivation: Under- standing Children's School Adjustment. New York: Cam-… |
Sequence 40Nichols, J ., & R. Miller. "Cooperative Learning and Student Motivation." Contemporary Educational… |
Sequence 41Ryan, A., & H. Patrick. "The Classroom Environment and Changes in Adolescents' Motivation and Engagement… |
Sequence 1Annette Haines 54 The NAMTA Journal • Vol. 28, No. 3 • Summer 2003 |
Sequence 2NAMTA's MIDDLE SCHOOL RESEARCH HITS THE MARK by Annette M. Haines I have finally had the privilege of reading Kevin… |
Sequence 3mihalyi, The Social Context) concludes that Montessori students have more positive perceptions of their school environment and… |
Sequence 4experience (flow) theory, but I know they had studied the thought of Maria Montessori. What I saw at each of the schools were… |
Sequence 5People here are having fun; teachers learn from you and you learn from the teachers. We can come to them [teachers] with… |
Sequence 6We're learning more about social interaction than actual academics. The fact that Montessori and current motivation… |
Sequence 1Kay Baker 60 The NAMTA Journal • Vol. 28, No. 3 • Summer 2003 |
Sequence 2RESPONSE TO Two STUDIES BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Kay M. Baker The studies titled Middle School… |
Sequence 3native student feedback; and (5) more flexible instructional periods (Rathunde & Csikszentmihalyi, Middle School… |
Sequence 4Goal theory and optimal experience theory link well to Montessori pedagogy. Goal theory identifies two kinds of goals: task… |
Sequence 5engagement in group activities. At the same time that the child is refining individual skills, these skills are being used as… |
Sequence 6to six is encouraged to work individually alongside peers, the child from six to twelve in small groups, and the adolescent… |
Sequence 7Lest one think that the prepared environment referred to means only the school environment, I hasten to add that the prepared… |
Sequence 8It is useful to review Montessori's thoughts on these matters in order to point the way to a direction as we seek better… |
Sequence 9Montessori. If the independence does not come from an ability to be self-sufficient but comes from being allowed independence… |
Sequence 10the transitions of adolescence are complete, the person is able once again to present the self to the public. If these skills… |
Sequence 11REFERENCES Montessori, M. From Childhood to Adolescence. 1948. Rev. ed. Trans. AM. Joosten. Oxford, England: Clio, 1996.… |
Sequence 1Rita Schaefer Zener 72 The NAMTA Journal • Vol. 28, No. 3 • Summer 2003 |
Sequence 2COMMENTARY ON Two MANUSCRIPTS BY KEVIN RATHUNDE AND MIHALY CSIKSZENTMIHALYI by Rita Schaefer Zener Finally someone has… |
Sequence 3They further validate the benefits of spontaneous concentration when they write of the high intrinsic motivation and quality… |
Sequence 4greater feeling of emotional/ psychological safety (i.e., not being put down by teachers or students). (21) I wonder if these… |
Sequence 5Neither does it surprise us to learn that Montessori students spend less time in passive listening and watching media, and… |
Sequence 6Montessori students reported higher flow experiences than tradi- tional students: "Flow is more likely to occur when… |
Sequence 7Rathunde and Csikszentmihalyi cite school reform research that emphasizes the need to give adolescents choice. This is what… |
Sequence 8In the Social Context study, Rathunde and Csikszentmihalyi write this: A recent study found that Montessori students reported… |
Sequence 9REFERENCES Haines, A.M. Spontaneous Concentration in the Montessori Prepared Environment. Videocassette. NAMTA, 1997.… |
Sequence 1CAMILLO G RAZZINI: INNOVATION WITHIN MONTESSORI THEORY AND METHODOLOGY by David Kahn Visiting Bergamo, Italy, last summer… |
Sequence 2• The sequences of teacher training unfold step by step, showing how theory shapes methodology and methodology requires the… |
Sequence 3My interview with Camillo Grazzini hardly represents the depth of his life's work. But it does represent the integration… |
Sequence 4that if you invented your project without Montessori parameters, your result would not be a Montessori original but a banal… |
Sequence 1BERGAMO HARVEST "Tit is is our destiny to sow! To sow everywhere, wit/tout ceasing, never to harvest." -… |
Sequence 2So we went to Bergamo, so we remember well, the soul of all humanity, the flow of civilization, the song of God Who Has No… |
Sequence 1Camillo Grazzini with David Kahn, 2002 8 The NAMTA Journal • Vol. 29, No. 1 • Winter 2004 |
Sequence 2AN INTERVIEW WITH CAMILLO GRAZZINI: CELEBRATING FIFTY YEARS OF MONTESSORI WORK Camillo Grazzini is without a doubt Mario… |
Sequence 3Camillo, being the veritable Montessorian he is-for the above and many other reasons- will find it highly irksome to see… |
Sequence 4tants to 1nfancy, Children's House, Cosmic Education, and Erdkinder. That is the technical part of the Montessori idea.… |
Sequence 5both a renewed awareness of, and a practical initiative in harmony with, Maria Montessori's cosmic vision. EsF should be… |
Sequence 6Paolini had a real interest in the sensorial materials. She even corresponded with Piaget about sensorial experiments such as… |
Sequence 7of childhood." We realized that everything we were learning con- trasted strongly with our traditional state training… |
Sequence 8Montessori Congress, held in Edinburgh in 1938.) The Four Planes ( or phases) of Development or Education constitute that… |
Sequence 9context provided by the psychological planes of development, it was easier to see the materials as part of a whole rather than… |
Sequence 10In 1961 I was still teaching at the school in Brescia as well as lecturing at the Centre later in the day. I helped to give… |
Sequence 11Mario had "pearls," which still today remain inaccessible and incomplete. One such item was "an… |
Sequence 12Over four consecutive years both a Casa Dei Bambini and four elementary classes were opened, and by 1952 the school was… |
Sequence 13Starting in the 1950s and continuing throughout the 1960s and the first half of the 1970s, AMI organized elementary study… |
Sequence 14But this cosmic vision belonged not only to Maria Montessori; it belongs to the whole of our Montessori movement. It imparts a… |
Sequence 15Maximum effort finds its origin with the power of the absorbent mind, the acquisition of language, the order of the… |
Sequence 16ees need to understand fully the principles of geology, biology, and history. They need a good general background so that by… |
Sequence 17instruction but to give future generations a richer culture, a culture of a vast kind, far more than that which young people… |
Sequence 18from the perspective of the details, which lend a depth of understand- ing to the whole. This threefold integration ensures… |
Sequence 1Lena Gitter and Camillo Grazzini 26 The NAMTA Journal • Vol. 29, No. I • Winter 2004 |
Sequence 2THE FOUR PLANES OF DEVELOPMENT by Camillo Grazzini Camillo Grazzini presents two charts designed by Maria Montessori to… |
Sequence 3developing human being, 1 and it explains and justifies the constant Montessori idea of the importance of education as a &… |
Sequence 4only because it is presented in the Bergamo courses. The second chart, the second pictorial representation devised by Maria… |
Sequence 5I. The Triangles: Montessori's Geometric Image of the Rhythm of Development In a manuscript written by Montessori about… |
Sequence 6triangle represents the closing of a stage of life, in preparation for the opening of a new stage of development with its new… |
Sequence 7The "Red Plane" of Infancy The plane of infancy, zero to six, is the one of fundamental importance for the… |
Sequence 8Thus, during the first three years of life, a part of life which is forgotten by the very individual who experienced it, the… |
Sequence 9The child's hands, guided by his intelligence, begin to do jobs of a definitely human type. This child is always busy… |
Sequence 10three to six years of age as the" embryonic period for the formation of character" (The Absorbent Mind).… |
Sequence 11The planes of development are necessarily also interdepen- dent, for the human being is always a unity. An earlier plane… |
Sequence 12This is the time, says Montessori, "when the social man is created but has not yet reached full development"… |
Sequence 13The Four Planes We have seen how the old idea of linear development, according to which there is no change of form but only a… |
Sequence 14and normal process of development with its spontaneous manifesta- tions that have to be respected if the goal is to be reached… |
Sequence 15I THE 4 PLANES OF DEVELOPMENT! I THE <BULB> I ~ iFINAUTYI 18 ~ 11AHJ ~ ~~;:::::::==:;:::!::=:=lccc::9… |
Sequence 16tion, traditional teaching, where the teacher is the "cause" and the educated child is the "effect… |
Sequence 17and the bottom drawing illustrates what society has to offer the developing individual. I. The Bulb: Montessori's… |
Sequence 18that for maturity proceeds horizontally. This brings us to another observation about Montessori's second representation:… |
Sequence 19will develop into a perfect individual but that remain hidden from sight, insofar as a bulb is typically subterranean. A bulb… |
Sequence 20The "Energies" of Infancy In the lecture that Montessori gave with the help of this second chart (Second… |
Sequence 21period (mainly colored red but already showing a transition to green) as the "construction of the conscious mind&… |
Sequence 22But what about that "man"? What kind of "man" is he? Not necessarily the kind of… |
Sequence 23tional void" for the first plane of development (First lecture), for those years that are so vital for the… |
Sequence 24Discontinuity, however, is to be found not only in relation to the education provided by the state or public sector, but also… |