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Sequence 10ape-like primates, waddling reptiles, jawless fishes, worm-like inverte- brates, and other creatures deemed even lower or more… |
Sequence 11high in the history of music, but it is, as my chorus director opined, a "sweet piece." (I've made what… |
Sequence 1EXPLORING WITH THE NINE TO TWELVE CHILD by Kathleen Futrell Delineating a master portrait of a Montessori "upper… |
Sequence 2watching it grow tall and straight and bring forth beautiful leaves. And then, just as it is ready to flower, someone moves it… |
Sequence 3scale, another time computing the relative distances between the plan- ets to a scale that would fit in the classroom. The… |
Sequence 4It always reminds me of a practice of cave man who thought that if he could draw an animal he could capture its spirit. I… |
Sequence 5names. The children constructed wooden plaques and used woodburn- ing tools to etch in the names: White Oak (Quercus Alba),… |
Sequence 6Please don't misunderstand. I don't recommend giving children sugar routinely. This was a special day, Valentine… |
Sequence 7Their own writing will be a reflection of that extensive reading. They write what I call, with apologies to Bach, "… |
Sequence 8perhaps finish with Dostoevsky, Kant, Swift, Isben, Thoreau and Shakespeare. The experience has enormous value for them as it… |
Sequence 9will promote a good discussion. They have invented standardized test questions in math where each of the incorrect choices… |
Sequence 10Professor Allan Bloom, who wrote The Closing of the American Mind, judges today's University students as, "young… |
Sequence 1LETIING GO AND LETTING MONTESSORI, PART II: RESOLVING PARENTAL RESISTANCE TO SEPARATION FROM THEIR CHILD by Judy Shepps… |
Sequence 2Just as we are taught to gently and lovingly receive the child into our classroom environments, we must learn to gently and… |
Sequence 3the playlet and unwittingly support the resistance, and participate in the direct responsibility for the child's failure… |
Sequence 4the inanimate object and to acquire relationships with other human objects such as friends or teachers. This is a milestone… |
Sequence 5To continue with the analogy of the apple falling from the tree, once the perfectly ripe apple is on the ground, will anyone… |
Sequence 6that are especially close to their children will display all the character- istics of a grieving lover after their beloved is… |
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 10message that the mother sends out on an intellectual basis that Mont- essori is the perfect educational philosophy for… |
Sequence 11The teacher at this parent meeting is usually captured by the genu- ine concern of the mother and, feeling a need to reassure… |
Sequence 12When this type of mother is offered a contract she will return it late, or lose it, or send it in without money, question the… |
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 14The Abandoner situation is the one exception to the rule that the teacher is to work with the mother and not the child to try… |
Sequence 15A secondary, and critical, result of this extensive parental interac- tion is that we are quite aware of the feelings that… |
Sequence 16Maria Montessori said it so well in the Absorbent Mind:5 Have not all our efforts been aimed at removing obstacles from the… |
Sequence 1TRIBUTE TO LINDA PRESTON By David Kahn In Memory of LINDA SOULE PRESTON April 4, 1938 - March 20, 1988 Memorial Service… |
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 4bedside table was a prayer book, and a new book by Luciano Mazzetti (speaking at the Summer Washington Conference) and a note… |
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 5observe her subjects in a holistic manner; consequently, her research was naturalistic or ethnographic. From her first… |
Sequence 6Researchers who attempt classroom studies are to be commended. These studies take immense resources and time to do well and… |
Sequence 7Table 1 Montessori Research Studies by the Year Category Number of Studies by Year 13-50 50-60 60-70 70-80 80-85 TOTAL… |
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 2the use of video-taped observations. She also depended on the random- ness of the assignment of the children to compensate for… |
Sequence 3Guthrie, L. & Hall, W. (1984). Ethnographic approaches to reading research. In P.David Pearson (Ed.), Handbook of… |
Sequence 4CHAPTER2 EARLY RESEARCH STUDIES Travers (1985) credits Montessori with the fu-st educational program that was based on… |
Sequence 5Benson kept anecdotal records of her perceptions of the children's progress, and comparing the Montessori children to… |
Sequence 14. Mofx>r-sensory Experience: There was intense pleasure in using the materials which provided varied senses room for… |
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 4CHAPTER3 LONGITUDINAL STUDIES Introduction Several researchers attempted longitudinal studies of children who had… |
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 7creative as well as conventional solutions to problems. The word auton- omy referred to self-regulating behaviors which… |
Sequence 8these were very early developed in children and might not be amena- ble to later educational experience. The findings… |
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 11Parents were interviewed in person. Involvement directly with the school was hard to measure. Types of involvement were… |
Sequence 12Montessori teachers were asked how they would characterize the essence of the Montessori approach and the majority responded… |
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 15be doubtful that a measure of IQ gain would be appropriate for the Montessori class at the end of one year. Motivation, she… |
Sequence 16Fair" Picture Vocabulary Test for intellectual functioning; d) the Cin- cinnati Autonomy Battery (CAB) by Banta which… |
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 22children's behavior and less on teacher's behavior. They suggested that the particular Montessori teaching… |
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 27Kohlberg then studied a group of children who attended an extended follow-through program in the Ancona Montessori School and… |
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 30Children were observed by four trained observers on a near daily basis or at least on four separate days of the school week… |
Sequence 31odd-even correlations for mean percent of time engaged in each activ- ity category consistently showed a correlation of .65… |
Sequence 32Ancona Montessori school. Narrative records of the behavior of 65 children are described. She wanted to describe and analyze… |
Sequence 33Montessori classroom had one teacher and an aid for 25 children of lower and middle class socioeconomic status. Stodolsky… |
Sequence 34spent more time in the non-Montessori activities than did the middle SES children who spent their time in reading and… |
Sequence 35with a set solution, a product. Their purpose is process not product oriented. They are to provide a sensorial impression, not… |
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 42Akron Model Cities Program Guidubaldi et al. (1974) evaluated the effectiveness of four types of preschool programs on 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 2Jensen, J. & Kohlberg, L. (1966). Report of a ,-e,earch and denwnatrotion proj«t f01' culturolly duadvantaged… |
Sequence 3Prusso, K. (1977). Preki1ukrgarl.en Head St.a;rt evaluation year end report 1976-1977, Repqrt No. 7808. Philadelphia:… |
Sequence 4CHAPTER4 OTHER STUDIES OF CHILDREN OF LOW SOCIOECONOMIC STATUS The following studies show the great variety of attempts to… |
Sequence 5minutes of testing each month. Results showed that the cultural model consistently outperformed the Montessori model and the… |
Sequence 6The research took place in the Clavis Montessori Head Start centers staffed by Montessori teachers in Fullerton and Costa Mesa… |
Sequence 7pupils showing more significant mean gains in attitude toward school, adjustment in group situations, and interest in the… |
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 2Children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language.… |