Archives de l’auteur : dana

Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students.

Mallett, J. D., & Schroeder, J. L. (2015). Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students. Journal of Elementary Education, 25(1), 39–53. Abstract  Within the realm of elementary public schools, several pedagogical models of early … Continuer la lecture

Publié dans Mallett, J. D., Schroeder, J. L. | Marqué avec , , , , , , , , | Commentaires fermés sur Academic achievement outcomes: A comparison of Montessori and non-Montessori public elementary school students.

Comparison of the place value understanding of Montessori elementary students.

Reed, M. K. (2008). Comparison of the place value understanding of Montessori elementary students. Journal of Cognition and Development, 1(1): 1-26. Abstract Schools following the Montessori philosophy use individual and small-group teaching methods and hands-on, concrete materials. This study investigated … Continuer la lecture

Publié dans Reed, M. K. | Marqué avec , , , , , | Commentaires fermés sur Comparison of the place value understanding of Montessori elementary students.

A comparison of reading and math achievement for African American third grade students in Montessori and other magnet schools.

Brown, K., & Lewis, C. W. (2017). A comparison of reading and math achievement for African American third grade students in Montessori and other magnet schools. The Journal of Negro Education, 86, 439–448. Abstract Montessori programs are expanding in public … Continuer la lecture

Publié dans Brown, K., Lewis, C. W. | Marqué avec , , , , , , , | Commentaires fermés sur A comparison of reading and math achievement for African American third grade students in Montessori and other magnet schools.

The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments.

Rathunde, K., & Csikszentmihalyi, M. (2014). The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments. In Applications of Flow in Human Development and Education: The Collected Works of Mihaly Csikszentmihalyi (pp. 189–213). Springer, Netherlands. doi: … Continuer la lecture

Publié dans Csikszentmihalyi Mihaly, Rathunde Kevin | Commentaires fermés sur The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments.

Efficacy of Montessori and traditional method of education on self-concept development of children.

Shivakumara, K., Dhiksha, J., & Nagaraj, O. (2016). Efficacy of Montessori and traditional method of education on self-concept development of children. International Journal of Educational Policy Research and Review, 3(2), 29–35. Abstract Montessori is a method of education started by Maria Montessori … Continuer la lecture

Publié dans Dhiksha, J., Nagaraj, O., Shivakumara, K. | Marqué avec , , , , , | Commentaires fermés sur Efficacy of Montessori and traditional method of education on self-concept development of children.

The effect of the Montessori education method on pre-school children’s social competence – behaviour and emotion regulation skills.

Deleri İman, E., Danişman, S., Akin Demircan, Z., & Yaya, D. (2019). The effect of the Montessori education method on pre-school children’s social competence – behaviour and emotion regulation skills. Early Child Development and Care, 189(9), 1-15. doi: 10.1080/03004430.2017.1392943 ABSTRACT … Continuer la lecture

Publié dans Akin Demircan, Z., Danişman, S., Deleri İman, E., Yaya, D. | Marqué avec , , , , , , , , , , , | Commentaires fermés sur The effect of the Montessori education method on pre-school children’s social competence – behaviour and emotion regulation skills.

Cosmodern Education for a Sustainable Development: Transdisciplinary and Biomimetic Approach form the Big History

Ruano, J. C. (2016) “Cosmodern Education for a Sustainable Development:  Transdisciplinary and Biomimetic Approach form the Big History”, Transdisciplinary Journal of Engineering & Science, 70. doi: 10.22545/2016/00082. ABSTRACT The objective of this paper is to study the co-evolutionary processes that life … Continuer la lecture

Publié dans Collado-Ruano, Javier | Marqué avec , , , , , , , , | Commentaires fermés sur Cosmodern Education for a Sustainable Development: Transdisciplinary and Biomimetic Approach form the Big History

Redesigning & rethinking montessori adolescent éducation: A hybrid model for the 21st Century

Gambrill, Stephanie Jeanne, Redesigning & rethinking montessori adolescent éducation: A hybrid model for the 21st Century, Doctor of Philosophy thesis, School of Education, University of Wollongong, 2015. http://ro.uow.edu.au/theses/4708 Abstract The study of Montessori early adolescent education principles and practice has … Continuer la lecture

Publié dans Gambrill, Stephanie Jeanne | Commentaires fermés sur Redesigning & rethinking montessori adolescent éducation: A hybrid model for the 21st Century

Removing supplementary materials from Montessori classrooms changed child outcomes / La suppression du matériel supplémentaire dans les salles de classe Montessori a modifié les résultats des enfants

Lillard, A. S., & Heise, M. J. (2016). Removing supplementary materials from Montessori classrooms changed child outcomes. Journal of Montessori Research. Link to PDF Abstract. Montessori classrooms vary in the degree to which they adhere to Maria Montessori’s model, including in the … Continuer la lecture

Publié dans Heise M. J., Lillard Angelina S. | Marqué avec , , , , , , , | Commentaires fermés sur Removing supplementary materials from Montessori classrooms changed child outcomes / La suppression du matériel supplémentaire dans les salles de classe Montessori a modifié les résultats des enfants

Why Montessori is a facilitative environment for theory of mind: Three speculations. Pourquoi Montessori est un environnement facilitant la théorie de l’esprit: Trois hypothèses.

Lillard, A. S., & Eisen, S. (2017). Why Montessori is a facilitative environment for theory of mind: Three speculations. In V. Slaughter & M. de Rosnay (Eds.), Theory of mind development in context. Pp. 57-70. London: Routledge. Abstract We begin by describing … Continuer la lecture

Publié dans Lillard Angelina S. | Marqué avec , | Commentaires fermés sur Why Montessori is a facilitative environment for theory of mind: Three speculations. Pourquoi Montessori est un environnement facilitant la théorie de l’esprit: Trois hypothèses.