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- Csikszentmihalyi Mihaly
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- Dhiksha, J.
- Diamond Adele
- DiCarlo Cynthia F.
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- Dreyer, A. S.
- Ehri, L. C.
- Fernando Y.
- Fleming, D. J.
- Frick Theodore W.
- Fukuda E.
- Gambrill, Stephanie Jeanne
- Genolini Christophe M.
- Gentaz Edouard
- Gimbel Steven J.
- Giordano Debra A.
- Gokhan Kayili
- Grant Emily
- Greenberg Mark T.
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- Guelfi Julien-Daniel
- Gureckis Todd M.
- Hagmann, P.
- Harris Mauree E.
- Hart A.
- Haskell Sophie
- Heise M. J.
- Hewes G.
- Hiles E.
- Hillairet de Boisferon Anne
- Ionescu Serban
- Ireland Joseph
- Ispa Jean M.
- Jennings Patricia A.
- Johnson David W.
- Johnson Roger T.
- Jolley, R. P.
- Jones, N.
- Judge Joan
- Keea Norman Kiak Nam
- Kidd, E.
- Kirkham, J. A.
- Knebel, J.-F.
- Koh Joyce Hwee Ling
- Kyle Patricia B.
- Lee Kathleen
- Lewis, C. W.
- Lillard Angelina S.
- Lockhorsta Daan
- Lubart Todd
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- Malm Birgitte
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- Richey E. M.
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- Rinke Carol R.
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Méta
Archives
Archives mensuelles : octobre 2020
An Investigation of the Expressive and Representational Drawing Development in National Curriculum, Steiner, and Montessori Schools.
Rose, S. E., Jolley, R. P., & Charman, A. (2012). An Investigation of the Expressive and Representational Drawing Development in National Curriculum, Steiner, and Montessori Schools. Psychology of Aesthetics Creativity and the Arts, 6(1), 83 – 95). Abstract Little is known … Continuer la lecture
Publié dans Charman, A., Jolley, R. P., Rose, S. E.
Marqué avec aptitudes au dessin, Arts, drawing ability, école primaire, primary school years
Commentaires fermés sur An Investigation of the Expressive and Representational Drawing Development in National Curriculum, Steiner, and Montessori Schools.
The effect of Steiner, Montessori, and national curriculum education upon children’s pretence and creativity.
Kirkham, J. A., & Kidd, E. (2015). The effect of Steiner, Montessori, and national curriculum education upon children’s pretence and creativity. Journal of Creative Behavior, 51(1), 20-34. https://doi.org/10.1002/jocb.83 Abstract Pretence and creativity are often regarded as ubiquitous characteristics of childhood, … Continuer la lecture
Publié dans Kidd, E., Kirkham, J. A.
Marqué avec Créativité, Creativity, Education, Pretence, Prétendre
Commentaires fermés sur The effect of Steiner, Montessori, and national curriculum education upon children’s pretence and creativity.
The Montessori Model and Creativity.
Fleming, D. J., Culclasure, B. T., & Zhang, D. (2019). The Montessori Model and Creativity. Journal of Montessori Research, 5(2), 1–14. doi: 10.17161/jomr.v5i2.7695 Abstract Prior research has demonstrated that the characteristics of school environments can impact the development of creativity … Continuer la lecture
Publié dans Fleming, D. J., Zhang, D.
Marqué avec choix de l'école, convergent thinking, creative potential, Créativité, Creativity, divergent thinking, Montessori, pensée convergente, pensée divergente, potentiel créatif, school choice
Commentaires fermés sur The Montessori Model and Creativity.
Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education.
Denervaud, S., Knebel, J.-F., Hagmann, P., & Gentaz, E. (2019). Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education. PLOS One, 14(11). doi: 10.1371/journal.pone.0225319 Abstract Studies have shown scholastic, creative, and social benefits of Montessori education, benefits … Continuer la lecture
Publié dans Denervaud Solange, Gentaz Edouard, Hagmann, P., Knebel, J.-F.
Marqué avec academic outcomes, âge de la maternelle, and social benefits of Montessori education, creative, creativity skills, kindergarten age, scholastic, well-being
Commentaires fermés sur Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education.
Cognitive Performance in Montessori and Nursery School Children.
Dreyer, A. S., & Rigler, D. (1969). Cognitive Performance in Montessori and Nursery School Children. The Journal of Educational Research, 62(9), 411–416. doi: 10.1080/00220671.1969.10883885 Abstract Measured cognitive performance in 14 pairs of children, matched in social class, CA, sex, and … Continuer la lecture
Publié dans Dreyer, A. S., Rigler, D.
Marqué avec créativité non verbale, école maternelle, nonverbal creativity, nursery school
Commentaires fermés sur Cognitive Performance in Montessori and Nursery School Children.
Cognitive Control at Age 3: Evaluating Executive Functions in an Equitable Montessori Preschool.
Phillips-Silver, J., & Daza, M. T. (2018). Cognitive Control at Age 3: Evaluating Executive Functions in an Equitable Montessori Preschool. Frontiers in Education, 3, 106. https://doi.org/10.3389/feduc.2018.00106 Abstract The study examines whether elementary school students in Taiwan who had received Montessori … Continuer la lecture
Publié dans Daza, M. T., Phillips-Silver, J.
Marqué avec Analyse multivariée, and social studies, anguage arts, arts du langage, études sociales, math, Mathématiques, Multivariate analysis
Commentaires fermés sur Cognitive Control at Age 3: Evaluating Executive Functions in an Equitable Montessori Preschool.
Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective.
Peng, H. H. (2014). Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective. International Journal of Early Childhood, 46(2), 299-311. Abstract The study examines whether elementary school students in Taiwan who had received Montessori education … Continuer la lecture
Publié dans Peng, H. H.
Marqué avec Academic achievement, Achievement Tests, Age Differences, Analyse multivariée, Comparative analysis, Elementary School Students, Foreign countries, Grade 1, Grade 2, Grade 3, Language Arts, Mathematics Achievement, Montessori Method, Multivariate analysis, Scores, Social Studies, Statistical Analysis
Commentaires fermés sur Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective.