| VOL. 14, NO. 1
FALL-WINTER 1988
;n afroliaOon wi<h the As,ocialion Mon-=,ri lnwn,tio""'
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| ,.-north american""I
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teachers' .;
WHAT IS NAMTA… |
| MONTESSORI EXPLORATIONS
FOR THE NINETIES
Introduction
Urban Education:
Performance of Montessori Graduates in Public School… |
| Based on the high correlations obtained between parent
involvement and student achievement, it is conceivable to
infer that… |
| Urban Education
PERFORMANCE OF
MONTESSORI GRADUATES
IN PUBLIC SCHOOL CLASSROOMS
Carol Takacs
Cleveland State University… |
| poverty cycle for low socioeconomic status families is to provide a
quality educational program that also focuses on parenting… |
| able to obtain each child's individual scores on the Spring, 1988 compe-
tency tests in Reading for Grades One through… |
| Table 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… |
| Montessori group mean fell at the 48th percentile on the Reading
measure, while the mean percentile ranking for the Montessori… |
| Table IV
Correlations Between Teacher Questionnaire Items
and Achievement Scores
Difference Scores on
Difference Scores on… |
| The length of time spent by a child in the Montessori program was
significantly correlated (p< .001) with the Reading… |
| MATIIEMMICS - Average Percentile Ranks
California Achievement Test
Grade3
Grade4
Grade6
TotalGrouJJ
Montessori Group
58.… |
| l\flTCHELLELEMENTARYSCHOOL:A
PROFILE SKETCH
by Paula Biwer
Paula Biwer chroni,cles the cwvelopment of Mitchell Montessori… |
| Highlights from the Mitchell Elementary School Program
• A building which had been out of compliance with federal desegrega-… |
| Mitchell Montessori School
Biwer
• The Montessori Program has brought a stabilizing influence to the
neighborhood. We… |
| • To better our understanding of our Montessori Program, we have
created an intensive research partnership with a professor… |
| Multi-Cultural
MONTESSORI AND CULTURAL DIVERSITY
by Alice Renton
Ms. Renton characterizes Montessori /,earning with a… |
| help her adapt to the conditions of the present. 1n describing a particu-
lar civilization or culture, she understood well… |
| In our work of prepruing the environment, our first task is to know,
respect, and utilize as fully as possible the culture to… |
| cient, not relying on servants to do everything for them. They want
their children to become responsible leaders who can… |
| child's spirit. It explains why adults engaged in the process of concien-
tizacibn often seek a freeing educational… |
| not only repressed but effectively killed the child within himself. As
MonteS.50ri put it in The Fonnal:ion of Man, we have… |
| what was thought possible for children. It is with courage and daring
that we must now reaffirm the third level of ascent in… |
| 6 Montessori, Bducationfor a New World, 16•17.
7 Montessori, Rcamstn«:tion in EducnLum, 6.
8 Paulo Freire, Pedagogy qf the… |
| Parent Education
PUNISHMENT VERSUS DISCIPLINE
By Bruno Bettelheim
Dr. Bettelheim 's d'iscussion of rewards,… |
| with overt behavior, he is completely uninterested in whatever
annoyance compelled the child to use bad language. It convinces… |
| Although we may be annoyed when our children do wrong, we ought
to remember Freud's observation that. the voice of reason… |
| guilt - the pangs of conscience - a much better and more lasting
deterrent than the fear of punishment? Acting in line with… |
| necessity of this, even though he might be afraid to approach the
owner.
Having the child see the owner all by himself is… |
| be 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… |
| teachings but because of their love for him and his Jove for them.
Without such mutual love the Master's teaching and… |
| As the child grows older, he will cease to admire his parents so single-
mindedly. By comparison with the wider circle of… |
| times that impres.s a child most. Disciplined behavior, while pleasing
and reassuring to the child and likely to make life… |
| researchers compared the homes of law-abiding teenagers with those of
delinquents. They found that neither material assets nor… |
| vver time, gain him the child's respect. Not trusting that respect will
come naturally; this parent has to insist on it… |
| the worst things that can happen to a person. When a mother asks,
"How do you think it makes me - or the storekeeper… |
| his prime caretaker absents herself from him, an absence that, should it
become pe1manent and the caretaker not be replaced,… |
| Elementary Curriculum
THE ELEMENTARY CURRICULUM
DIALECTIC: ESSENTIALIST VS.
STRUCTURALIST
by David Kahn
As one moves from… |
| The Essentialists' Viewpoint
Essentialism is not a Montessori phenomenon; it is a nationwide
trend. What is really… |
| the story of life on earth, human life on earth, the origin of language,
the story of mathematics, the building of… |
| The Structuralist View Point
The structuralist point of view is not opposite or exclusive of the
essentialist, but it is… |
| the child connects as he experiences a se1ies of passages:
The spider web occupies a much larger space than does the animal… |
| how far to explore and how much should be recorded. Often, com-
mands are introduced to lead the child to a higher level of… |
| The method of materializing the abstract seems at first glance to be a
contradiction, but it makes accessible to the child a… |
| the subjects of geometry and language. In geometry the essentialist will
be governed by the sensorial reality of the materials… |
| specific kinds covering the whole range of essentialist to structuralist
thinking. Perhaps there are five ways to present the… |
| Footnotes
l Sofia Cavalletti, "The Spiritual Development of the Child," Montessori Thlks to Par-
ents,… |
| What makes it possible to "begin aMont,essori middle school
program? The ingredients are three: Montessori children… |
| The Adolescent:
THE MONTESSORI l\flDDLE SCHOOL:
A PERSONAL WITNESS
by John McNamara
John McNamara's description of the… |
| School?;• and to be very much conscious of what we were trying to
accomplish. The children became Montessorians.
If treated… |
| forward to a big future at Syracuse University. ot to mention along the way
I've found a great boyfriend and earned… |
| the end of the middle school the student has learned to select, organize
and guide this total learning experience to meet his… |
| helping students to be total human beings is a more important aim of
education.
Too many specialists can have only minimal… |
| In designing the curriculum we took into consideration four main
areas: the school's expressed purpose, our view of… |
| are to be expected and even desired for they contain information
essential for further learning. For students to discover and… |
| tons of assignments, how is he or she going to do his or her best. Not
only does the student feel frustrated, the student will… |
| interest, not to teach or to explain something. Again less is more -
present too little, not too much. It is the student'… |
| The Humanities
MONTESSORI:
THE HUMANITIES CONNECTION
Minneapolis, March 2, 3, 4, 1989
by David Kahn
Minneapolis marks a… |
| Maria Montessori was well versed in philosophy. Her footnotes
include allusions to Sequin, Tolstoi, Froebal, Pascal, Poincare… |
| The Montessorian, in reading Socrates' Theaet,et:us, may begin to
describe the Montessori vision with new vocabulary and… |
| science, and as fu-st, universal. The aim of higher education is wisdom.
Wisdom is knowledge of principles and causes.… |
| This process is carried on at the elementary stage with reading and
writing devoted to the child's research from many… |
| Montessori and the Humanities means a clarification of goals. We have a
saying in Montessori - "Montessori is an aid… |
| The art of reading, in short, includes all of the same skills
that are involved in the art of unaided discovery: keenness
of… |
| THE ACTIVITY AND ART OF READING
by Mortimer Adler and Charles Van Doren
Dr. Adler's cw.ssicrendering of the thinking… |
| modems are inundated with facts to the detriment of understanding.
One of the reasons for this situation is that the very… |
| more like the catcher in a game of baseball.
Catching the ball is just as much an activity as pitching or hitting it.
The… |
| The G-08.ls of Reading:
Reading for Information and Reading for Understanding
You have a mind. Now let us suppose that you… |
| cause this to happen are the various acts that constitute the art of
reading.
To pass from understanding less to… |
| greater understanding available here than he possessed before he
started to read. If he can manage to acquire that greater… |