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Sequence 89week could improve attention. It is difficult to react positively to this study because others have shown Montessori students… |
Sequence 90children from four schools, Montessori, and traditionally oriented pri- vate nursery schools in Madison, Wisconsin. Children… |
Sequence 91example, discusses the propensity of the four year old to view a picture as a static picture. The child cannot make inferences… |
Sequence 92CHAPTER7 RESEARCH OF SOCIAL AND PERSONALITY DEVELOPMENT Introduction Early and continuing criticism of Montessori preschool… |
Sequence 93Education. She strongly supports the idea of the social responsibility of humans and their interdependence with each other and… |
Sequence 94data from observation of the three- and four-year-old children were used in the analysis. There were more five year-olds in… |
Sequence 95Time duration of interactions was significantly different between the two schools. Montessori children interacted longer times… |
Sequence 96life, sensorial, mathematics, and language. He observed 42 randomly selected three-, four-, and five-year-old children in two… |
Sequence 97strengthened by observations taken at varying times during the year rather than just during the fall of the year.… |
Sequence 98information about other factors that were believed to influence normal- ization such as child-rearing practices, parent… |
Sequence 99scale periodically throughout the year. Second, it is not clear if the study was done in January of the first year the child… |
Sequence 100Self-reliance was defined as the number of times the child asked for help; initiative by the number of tasks attempted; and… |
Sequence 101limitations. Observation in the classroom environment might have yielded better data and could be supplemented by out of… |
Sequence 102adaptive strategies than the University School children. The Montes- sori equipment and the rate at which the teacher… |
Sequence 103most opportunity for child-initiated activity and more opportunity for socialization with peers than the other schools.… |
Sequence 104described his study as an initial effort because of the small sample size and because no other measures were taken.… |
Sequence 105environment, and stated that the question of the effect of the Montes- sori procedures on moral development remained… |
Sequence 106Hummel conducted his training program in two different settings: a day care setting and a Montessori-like preschool which had… |
Sequence 107tasks. Testers described the Montessori children as seeking solutions from the adults or as sticking to only one or two… |
Sequence 108to the behavior. A sample item is, "Plays alone unless he's induced to play with others." Each item is… |
Sequence 109enough to fully assess differences that might exist; or d) there were few differences between the Montessori and traditional… |
Sequence 110the monster and how another child would feel. No significant differ- ences were found on this measure between Montessori and… |
Sequence 111The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 112Meizitis, S. (1972). The Montessori method: Some recent research. Interchange, 2, 41-59. Montessori, Maria. (1967). TM Abs… |
Sequence 113CHAPTERS CONCLUSIONS AND NEEDS Results Results of the analysis of research on the effects of the Montessori method on… |
Sequence 114Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 115and second grade, the Montessori low SES children who had a highly structured kindergarten experience began to achieve… |
Sequence 116for the low SES child's academic development in a half-day program would result from more structured activities in the… |
Sequence 117norms on standardized tests must be cautiously accepted. She does not indicate how the children compared with others in their… |
Sequence 118Table 4 Summary of Findings: Do Middle Socioeconomic Status Children Benefit from Montessori Preschool? YES (N ... 7)… |
Sequence 119observational information that indicates a qualitative difference is evi- dent between program effects. Her results indicated… |
Sequence 120Table 5 Summary Findings: Does the Montessori Experience Aid in Social Development? YES NON-SIGNIFICANT NO (N=ll) (N-9… |
Sequence 121learned competency. However, what Hummel asked the preschoolers do, sit in a group lesson for a minimum of twenty minutes and… |
Sequence 122environment. Of particular interest, was how the child used the envi- ronment given freedom of choice. Banta and Stodolsky… |
Sequence 123included not studying children who had the complete three year cycle of Montessori experience and not studying a Montessori… |
Sequence 124At least three public school systems have now instituted full pre- school programs for children ages three- to six-years-of-… |
Sequence 125might be categorized as quasi-Montessori, we could determine what is best for children and ultimately for our society. We may… |
Sequence 126traditional educational training? Does the teacher fully absorb the phi- losophy so that classroom practices are changed? What… |
Sequence 127NOTES |
Sequence 128KAYBEE MONTESSORlll INC. APPROVED MO TESSORI APPARATUS • Infant-Toddler Material • Books • Furniture • Glass Bead… |
Sequence 129MONTESSORI Education for life. NIENHUIS MONTESSORI USA 320 PIONEER WAY, MT. VIEW. CA 94041 (415) 964-2735 |
Sequence 1VOL. 14, NO. 1 FALL-WINTER 1988 ;n afroliaOon wi<h the As,ocialion Mon-=,ri lnwn,tio""' e |
Sequence 2,.-north american""I f Jltl 1 --'-~____::_~"c...._/· 11,. teachers' .; WHAT IS NAMTA… |
Sequence 3MONTESSORI EXPLORATIONS FOR THE NINETIES Introduction Urban Education: Performance of Montessori Graduates in Public School… |
Sequence 4Based on the high correlations obtained between parent involvement and student achievement, it is conceivable to infer that… |
Sequence 5Urban Education PERFORMANCE OF MONTESSORI GRADUATES IN PUBLIC SCHOOL CLASSROOMS Carol Takacs Cleveland State University… |
Sequence 6poverty cycle for low socioeconomic status families is to provide a quality educational program that also focuses on parenting… |
Sequence 7able to obtain each child's individual scores on the Spring, 1988 compe- tency tests in Reading for Grades One through… |
Sequence 8Table I Grade Level Distribution Kdgtn One Two Three Four Five Six 4 2C 14 9 4 1 5 N = 58, 39 Females 25 Males Age… |
Sequence 9Montessori group mean fell at the 48th percentile on the Reading measure, while the mean percentile ranking for the Montessori… |
Sequence 10Table IV Correlations Between Teacher Questionnaire Items and Achievement Scores Difference Scores on Difference Scores on… |
Sequence 11The length of time spent by a child in the Montessori program was significantly correlated (p< .001) with the Reading… |
Sequence 12MATIIEMMICS - Average Percentile Ranks California Achievement Test Grade3 Grade4 Grade6 TotalGrouJJ Montessori Group 58.… |
Sequence 13l\flTCHELLELEMENTARYSCHOOL:A PROFILE SKETCH by Paula Biwer Paula Biwer chroni,cles the cwvelopment of Mitchell Montessori… |
Sequence 14Highlights from the Mitchell Elementary School Program • A building which had been out of compliance with federal desegrega-… |
Sequence 15Mitchell Montessori School Biwer • The Montessori Program has brought a stabilizing influence to the neighborhood. We… |
Sequence 16• To better our understanding of our Montessori Program, we have created an intensive research partnership with a professor… |
Sequence 17Multi-Cultural MONTESSORI AND CULTURAL DIVERSITY by Alice Renton Ms. Renton characterizes Montessori /,earning with a… |
Sequence 18help her adapt to the conditions of the present. 1n describing a particu- lar civilization or culture, she understood well… |
Sequence 19In our work of prepruing the environment, our first task is to know, respect, and utilize as fully as possible the culture to… |
Sequence 20cient, not relying on servants to do everything for them. They want their children to become responsible leaders who can… |
Sequence 21child's spirit. It explains why adults engaged in the process of concien- tizacibn often seek a freeing educational… |
Sequence 22not only repressed but effectively killed the child within himself. As MonteS.50ri put it in The Fonnal:ion of Man, we have… |
Sequence 23what was thought possible for children. It is with courage and daring that we must now reaffirm the third level of ascent in… |
Sequence 246 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 25Parent Education PUNISHMENT VERSUS DISCIPLINE By Bruno Bettelheim Dr. Bettelheim 's d'iscussion of rewards,… |
Sequence 26with overt behavior, he is completely uninterested in whatever annoyance compelled the child to use bad language. It convinces… |
Sequence 27Although we may be annoyed when our children do wrong, we ought to remember Freud's observation that. the voice of reason… |
Sequence 28guilt - the pangs of conscience - a much better and more lasting deterrent than the fear of punishment? Acting in line with… |
Sequence 29necessity of this, even though he might be afraid to approach the owner. Having the child see the owner all by himself is… |
Sequence 30be able to discover or reveal his motives when pressed to do so by people who are very angry with him or who think they know… |
Sequence 31teachings but because of their love for him and his Jove for them. Without such mutual love the Master's teaching and… |
Sequence 32As the child grows older, he will cease to admire his parents so single- mindedly. By comparison with the wider circle of… |
Sequence 33times that impres.s a child most. Disciplined behavior, while pleasing and reassuring to the child and likely to make life… |
Sequence 34researchers compared the homes of law-abiding teenagers with those of delinquents. They found that neither material assets nor… |
Sequence 35vver time, gain him the child's respect. Not trusting that respect will come naturally; this parent has to insist on it… |
Sequence 36the worst things that can happen to a person. When a mother asks, "How do you think it makes me - or the storekeeper… |
Sequence 37his prime caretaker absents herself from him, an absence that, should it become pe1manent and the caretaker not be replaced,… |
Sequence 38Elementary Curriculum THE ELEMENTARY CURRICULUM DIALECTIC: ESSENTIALIST VS. STRUCTURALIST by David Kahn As one moves from… |
Sequence 39The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really… |
Sequence 40the story of life on earth, human life on earth, the origin of language, the story of mathematics, the building of… |
Sequence 41The Structuralist View Point The structuralist point of view is not opposite or exclusive of the essentialist, but it is… |
Sequence 42the child connects as he experiences a se1ies of passages: The spider web occupies a much larger space than does the animal… |
Sequence 43how far to explore and how much should be recorded. Often, com- mands are introduced to lead the child to a higher level of… |
Sequence 44The method of materializing the abstract seems at first glance to be a contradiction, but it makes accessible to the child a… |
Sequence 45the subjects of geometry and language. In geometry the essentialist will be governed by the sensorial reality of the materials… |
Sequence 46specific kinds covering the whole range of essentialist to structuralist thinking. Perhaps there are five ways to present the… |
Sequence 47Footnotes l Sofia Cavalletti, "The Spiritual Development of the Child," Montessori Thlks to Par- ents,… |
Sequence 48What makes it possible to "begin aMont,essori middle school program? The ingredients are three: Montessori children… |
Sequence 49The Adolescent: THE MONTESSORI l\flDDLE SCHOOL: A PERSONAL WITNESS by John McNamara John McNamara's description of the… |
Sequence 50School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 51forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 52the end of the middle school the student has learned to select, organize and guide this total learning experience to meet his… |
Sequence 53helping students to be total human beings is a more important aim of education. Too many specialists can have only minimal… |
Sequence 54In designing the curriculum we took into consideration four main areas: the school's expressed purpose, our view of… |
Sequence 55are to be expected and even desired for they contain information essential for further learning. For students to discover and… |
Sequence 56tons of assignments, how is he or she going to do his or her best. Not only does the student feel frustrated, the student will… |
Sequence 57interest, not to teach or to explain something. Again less is more - present too little, not too much. It is the student'… |
Sequence 58The Humanities MONTESSORI: THE HUMANITIES CONNECTION Minneapolis, March 2, 3, 4, 1989 by David Kahn Minneapolis marks a… |
Sequence 59Maria Montessori was well versed in philosophy. Her footnotes include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |