Search Inside Documents
Displaying results 601 - 700 of 40617
Sequence 3Tamminen, A. W. & Weatherman, R. F. (1967). An evaluatum of a presclwol training program for culturally deprived child… |
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 8Canadian Middle SES McKinnon and collaborators (1982) conducted a study which com- pared the social, motor, and academic… |
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… |
Sequence 4CHAPTER6 RESEARCH OF COGNITIVE/ INTELLECTUAL DEVELOPMENT Introduction One of the earliest studies of intellectual… |
Sequence 5The children were from middle income families and were restricted to four-year-olds attending school for the first time and… |
Sequence 6activities such as the grading of stimuli along a single varying contin- uum.He also found that increased adult interaction… |
Sequence 7There was no statistically significant difference between the groups, but females from all three approaches scored… |
Sequence 1week could improve attention. It is difficult to react positively to this study because others have shown Montessori students… |
Sequence 2children from four schools, Montessori, and traditionally oriented pri- vate nursery schools in Madison, Wisconsin. Children… |
Sequence 3example, discusses the propensity of the four year old to view a picture as a static picture. The child cannot make inferences… |
Sequence 4CHAPTER7 RESEARCH OF SOCIAL AND PERSONALITY DEVELOPMENT Introduction Early and continuing criticism of Montessori preschool… |
Sequence 5Education. She strongly supports the idea of the social responsibility of humans and their interdependence with each other and… |
Sequence 6data from observation of the three- and four-year-old children were used in the analysis. There were more five year-olds in… |
Sequence 7Time duration of interactions was significantly different between the two schools. Montessori children interacted longer times… |
Sequence 8life, sensorial, mathematics, and language. He observed 42 randomly selected three-, four-, and five-year-old children in two… |
Sequence 9strengthened by observations taken at varying times during the year rather than just during the fall of the year.… |
Sequence 10information about other factors that were believed to influence normal- ization such as child-rearing practices, parent… |
Sequence 11scale periodically throughout the year. Second, it is not clear if the study was done in January of the first year the child… |
Sequence 12Self-reliance was defined as the number of times the child asked for help; initiative by the number of tasks attempted; and… |
Sequence 13limitations. Observation in the classroom environment might have yielded better data and could be supplemented by out of… |
Sequence 14adaptive strategies than the University School children. The Montes- sori equipment and the rate at which the teacher… |
Sequence 15most opportunity for child-initiated activity and more opportunity for socialization with peers than the other schools.… |
Sequence 16described his study as an initial effort because of the small sample size and because no other measures were taken.… |
Sequence 17environment, and stated that the question of the effect of the Montes- sori procedures on moral development remained… |
Sequence 18Hummel conducted his training program in two different settings: a day care setting and a Montessori-like preschool which had… |
Sequence 19tasks. Testers described the Montessori children as seeking solutions from the adults or as sticking to only one or two… |
Sequence 20to the behavior. A sample item is, "Plays alone unless he's induced to play with others." Each item is… |
Sequence 21enough to fully assess differences that might exist; or d) there were few differences between the Montessori and traditional… |
Sequence 1the monster and how another child would feel. No significant differ- ences were found on this measure between Montessori and… |
Sequence 2The same children were retested eight months later and their mean gain scores indicated a decline in impulsivity and an… |
Sequence 3Meizitis, S. (1972). The Montessori method: Some recent research. Interchange, 2, 41-59. Montessori, Maria. (1967). TM Abs… |
Sequence 4CHAPTERS CONCLUSIONS AND NEEDS Results Results of the analysis of research on the effects of the Montessori method on… |
Sequence 5Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 6and second grade, the Montessori low SES children who had a highly structured kindergarten experience began to achieve… |
Sequence 7for the low SES child's academic development in a half-day program would result from more structured activities in the… |
Sequence 8norms on standardized tests must be cautiously accepted. She does not indicate how the children compared with others in their… |
Sequence 9Table 4 Summary of Findings: Do Middle Socioeconomic Status Children Benefit from Montessori Preschool? YES (N ... 7)… |
Sequence 10observational information that indicates a qualitative difference is evi- dent between program effects. Her results indicated… |
Sequence 11Table 5 Summary Findings: Does the Montessori Experience Aid in Social Development? YES NON-SIGNIFICANT NO (N=ll) (N-9… |
Sequence 12learned competency. However, what Hummel asked the preschoolers do, sit in a group lesson for a minimum of twenty minutes and… |
Sequence 13environment. Of particular interest, was how the child used the envi- ronment given freedom of choice. Banta and Stodolsky… |
Sequence 14included not studying children who had the complete three year cycle of Montessori experience and not studying a Montessori… |
Sequence 1CONTENTS Preface ............................................................................................... ii 1.… |
Sequence 1Urban Education PERFORMANCE OF MONTESSORI GRADUATES IN PUBLIC SCHOOL CLASSROOMS Carol Takacs Cleveland State University… |
Sequence 2poverty cycle for low socioeconomic status families is to provide a quality educational program that also focuses on parenting… |
Sequence 3able to obtain each child's individual scores on the Spring, 1988 compe- tency tests in Reading for Grades One through… |
Sequence 4Table 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 5Montessori group mean fell at the 48th percentile on the Reading measure, while the mean percentile ranking for the Montessori… |
Sequence 6Table IV Correlations Between Teacher Questionnaire Items and Achievement Scores Difference Scores on Difference Scores on… |
Sequence 7The length of time spent by a child in the Montessori program was significantly correlated (p< .001) with the Reading… |
Sequence 8MATIIEMMICS - Average Percentile Ranks California Achievement Test Grade3 Grade4 Grade6 TotalGrouJJ Montessori Group 58.… |
Sequence 1l\flTCHELLELEMENTARYSCHOOL:A PROFILE SKETCH by Paula Biwer Paula Biwer chroni,cles the cwvelopment of Mitchell Montessori… |
Sequence 2Highlights from the Mitchell Elementary School Program • A building which had been out of compliance with federal desegrega-… |
Sequence 3Mitchell Montessori School Biwer • The Montessori Program has brought a stabilizing influence to the neighborhood. We… |
Sequence 4• To better our understanding of our Montessori Program, we have created an intensive research partnership with a professor… |
Sequence 1Multi-Cultural MONTESSORI AND CULTURAL DIVERSITY by Alice Renton Ms. Renton characterizes Montessori /,earning with a… |
Sequence 2help her adapt to the conditions of the present. 1n describing a particu- lar civilization or culture, she understood well… |
Sequence 3In our work of prepruing the environment, our first task is to know, respect, and utilize as fully as possible the culture to… |
Sequence 4cient, not relying on servants to do everything for them. They want their children to become responsible leaders who can… |
Sequence 5child's spirit. It explains why adults engaged in the process of concien- tizacibn often seek a freeing educational… |
Sequence 6not only repressed but effectively killed the child within himself. As MonteS.50ri put it in The Fonnal:ion of Man, we have… |
Sequence 7what was thought possible for children. It is with courage and daring that we must now reaffirm the third level of ascent in… |
Sequence 86 Montessori, Bducationfor a New World, 16•17. 7 Montessori, Rcamstn«:tion in EducnLum, 6. 8 Paulo Freire, Pedagogy qf the… |
Sequence 1Parent Education PUNISHMENT VERSUS DISCIPLINE By Bruno Bettelheim Dr. Bettelheim 's d'iscussion of rewards,… |
Sequence 2with overt behavior, he is completely uninterested in whatever annoyance compelled the child to use bad language. It convinces… |
Sequence 3Although we may be annoyed when our children do wrong, we ought to remember Freud's observation that. the voice of reason… |
Sequence 4guilt - the pangs of conscience - a much better and more lasting deterrent than the fear of punishment? Acting in line with… |
Sequence 5necessity of this, even though he might be afraid to approach the owner. Having the child see the owner all by himself is… |
Sequence 6be 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 7teachings but because of their love for him and his Jove for them. Without such mutual love the Master's teaching and… |
Sequence 8As the child grows older, he will cease to admire his parents so single- mindedly. By comparison with the wider circle of… |
Sequence 9times that impres.s a child most. Disciplined behavior, while pleasing and reassuring to the child and likely to make life… |
Sequence 10researchers compared the homes of law-abiding teenagers with those of delinquents. They found that neither material assets nor… |
Sequence 11vver time, gain him the child's respect. Not trusting that respect will come naturally; this parent has to insist on it… |
Sequence 12the worst things that can happen to a person. When a mother asks, "How do you think it makes me - or the storekeeper… |
Sequence 13his prime caretaker absents herself from him, an absence that, should it become pe1manent and the caretaker not be replaced,… |
Sequence 1Elementary Curriculum THE ELEMENTARY CURRICULUM DIALECTIC: ESSENTIALIST VS. STRUCTURALIST by David Kahn As one moves from… |
Sequence 2The Essentialists' Viewpoint Essentialism is not a Montessori phenomenon; it is a nationwide trend. What is really… |
Sequence 3the story of life on earth, human life on earth, the origin of language, the story of mathematics, the building of… |
Sequence 4The Structuralist View Point The structuralist point of view is not opposite or exclusive of the essentialist, but it is… |
Sequence 5the child connects as he experiences a se1ies of passages: The spider web occupies a much larger space than does the animal… |
Sequence 6how far to explore and how much should be recorded. Often, com- mands are introduced to lead the child to a higher level of… |
Sequence 7The method of materializing the abstract seems at first glance to be a contradiction, but it makes accessible to the child a… |
Sequence 8the subjects of geometry and language. In geometry the essentialist will be governed by the sensorial reality of the materials… |
Sequence 9specific kinds covering the whole range of essentialist to structuralist thinking. Perhaps there are five ways to present the… |
Sequence 10Footnotes l Sofia Cavalletti, "The Spiritual Development of the Child," Montessori Thlks to Par- ents,… |
Sequence 1The Adolescent: THE MONTESSORI l\flDDLE SCHOOL: A PERSONAL WITNESS by John McNamara John McNamara's description of the… |
Sequence 2School?;• and to be very much conscious of what we were trying to accomplish. The children became Montessorians. If treated… |
Sequence 3forward to a big future at Syracuse University. ot to mention along the way I've found a great boyfriend and earned… |
Sequence 4the end of the middle school the student has learned to select, organize and guide this total learning experience to meet his… |