Archives mensuelles : juillet 2016

BesanÇon, M., Lubart, T., & Barbot, B. (2013). Creative giftedness and educational opportunities. Educational & Child Psychology, 30(2), 79-88.

Abstract In contrast to intellectual giftedness reflected in high academic performance and often measured by IQ tests, there is growing recognition that other forms of giftedness exist. This paper focuses on creative giftedness, defined as high potential to produce work … Continuer la lecture

Publié dans Besançon Maud, Lubart Todd | Marqué avec , , , , , , , , , , , , , | Laisser un commentaire

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 , , , , , , , , , , , , , , , , , , , , , , , , , | Laisser un commentaire

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 , , , , , , , , , , , , , , , , , , , | Laisser un commentaire

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 , , , , , , , , , , , , | Laisser un commentaire

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 , , , , , , , , , | Laisser un commentaire

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 , , , , | Laisser un commentaire

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

Publié dans Grant Emily  | Marqué avec , , , , , , , , , , | Laisser un commentaire

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

Publié dans Gimbel Steven J., Haskell Sophie, Rinke Carol R. | Marqué avec , , , , , , , , , , , | Laisser un commentaire

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 , , , , , , , , , , | Laisser un commentaire

Malm, B. (2004). Constructing professional identities: Montessori teachers’ voices and visions. Scandinavian Journal of Educational Research, 48(4), 397–412.

This study explores the meaning of being a Montessori teacher. Eight female Montessori teachers participated in interviews, journal writing, and reflections to create occupational life histories. The author researched which aspects of Montessori’s philosophy attract teachers to the profession, ways … Continuer la lecture

Publié dans Malm Birgitte | Marqué avec , , , , , | Laisser un commentaire