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Archives
Archives mensuelles : juillet 2016
Rathunde, K., Csikszentmihalyi, M. (2005). The social context of middle school: Teachers, friends, and activities in Montessori and traditional school environments. Elementary School Journal, 106(1), 59–79.
Abstract This study compared the time use and perceptions of schools, teachers, and friends of approximately 290 demographically matched students in Montessori and traditional middle schools. We used the Experience Sampling Method (ESM) and questionnaires and conducted multivariate analyses showing … Continuer la lecture
Publié dans Csikszentmihalyi Mihaly, Rathunde Kevin
Marqué avec activités de la classe, Amitié, Analyse comparative, Analyse multivariée, attitudes des élèves, Attitudes des enseignants, Class activities, Collégiens, Comparative analysis, Ecoles Montessori, Ecoles traditionnelles, Educational environment, Environnement éducatif, environnement social, Friendship, Middle school students, Montessori schools, Motivation des élèves, Multivariate analysis, Reforme scolaire, School restructuring, Social environment, student attitudes, Student motivation, Teacher attitudes, Traditional schools
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Rathunde, K. & Csikszentmihalyi, M. (2005a). Middle school students’ motivation and quality of experience: A comparison of Montessori and traditional school environments. American journal of education, 111(3), pp. 341-371.
Abstract This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the Experience Sampling Method (ESM) and filled out questionnaires. Multivariate analyses showed that the … Continuer la lecture
Publié dans Csikszentmihalyi Mihaly, Rathunde Kevin
Marqué avec Analyse comparative, Changement éducatif, Collégiens, Comparative analysis, Educational change, Educational experience, Educational quality, Expérience éducative, FLOW, Flow experience, Intérêt, Intrinsic motivation, Learning motivation, Middle school students, Motivation, Motivation des élèves, Motivation intrinsèque, Qualité de l'éducation, Student motivation, Undivided interest
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Kayili, G., & Ari, R. (2011). Examination of the effects of the Montessori Method on preschool children’s readiness to primary education. Educational Sciences: Theory and Practice, 11(4), 2104–2109.
Kayili and Ari investigated the effectiveness of the Montessori Method for improving preschool children’s readiness for primary education. Using assessment instruments including the Metropolitan Readiness Test and the Kindergarten Behavior Scale, the results indicated that the Montessori Method is more … Continuer la lecture
Publié dans Gokhan Kayili, Ramazan Ari
Marqué avec Attention, Développement social, Efficacité du programme, Foreign countries, Maternelle, Préparation à l'école, Préparation à la lecture, Preschool children, Preschool education, Program effectiveness, Reading readiness, School readiness, Social development
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Meirieu, P. (2003). Maria Montessori, ou Peut-on apprendre à être autonome ? Mouans-Sartoux : PEMF.
Résumé : Si l’on regarde les fresques du Moyen Âge et de la Renaissance, on s’aperçoit que le visage de l’enfant est toujours simplement le visage de l’adulte en miniature. À l’époque, l’enfant n’existe pas en tant que tel ; il … Continuer la lecture
Publié dans Meirieu Philippe, OUVRAGE GRAND PUBLIC
Marqué avec adresses utiles, Analyse de la pédagogie de Maria Montessori, Bibliographie, Extraits d'œuvres de Maria Montessori, Montessori à l'école aujourd'hui, Ouvrage grand public, Pédagogie de Maria Montessori, Portrait de Maria Montessori, Réactions d'enfants, Vidéo
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Maloney, Carmel, 2000, The Role of Ritual in Preschool Settings, Early Childhood Education Journal, Vol. 27, No. 3, 2000 .
Ritual is a fact of school life and is enacted by teachers in their everyday classroom activities. This paper explores the various forms of ritual as they are played out in preschool settings. A key finding is that rituals have … Continuer la lecture
Publié dans Maloney Carmel
Marqué avec Classroom rituals, Early childhood practice, Preschool, Ritual, Rituel
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Grant, Emily, 2015, The Pink Tower Meets the Ivory Tower: Adapting Montessori Teaching Methods for Law School Arkansas Law Review, Vol. 68, No. 3.
Abstract Some principles of teaching are timeless. Maria Montessori developed a methodology for teaching children over 100 years ago, nearly the same time as Christopher Columbus Langdell was adapting the Socratic Method for teaching law students. Law school professors can … Continuer la lecture
Rinke, C. R., Gimbel, S. J., & Haskell, S. (2013). Opportunities for inquiry science in Montessori classrooms: Learning from a culture of interest, communication, and explanation. Research in Science Education, 43(4), 1517–1533.
Using ethnographic research methods, these authors explored the essential elements of science inquiry in four Montessori classrooms. They concluded that these Montessori classrooms provided opportunities for students to develop lasting interest in science. Abstract Although classroom inquiry is the primary … Continuer la lecture
Rule, A. & Kyle, P. (2009). Community building in a diverse setting. Early Childhood Education Journal, 36, 291–295.
Rule and Kyle describe a southern magnet school’s transition to racial integration while also implementing a new Montessori curriculum. The school used several forms of community building strategies, including high parental involvement and faculty bonding exercises, to facilitate the transition. … Continuer la lecture
Publié dans Kyle Patricia B., Rule Audrey C.
Marqué avec Communauté, Community-building, Diversité, Diversity, École, Faculty team building, Magnet school, Mise en œuvre d'un programme d'éducation Montessori, Parent involvement, Participation des parents, renforcement de l'équipe de professeurs
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