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 , , , , | 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 , , , , | 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 , , , , , , , , , , | 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 , , , , , , , | Commentaires fermés sur Beyond executive functions, creativity skills benefit academic outcomes: Insights from Montessori education.

The Effects of Environment on Children’s Executive Function: A Study of Three Private Schools.

Bagby, J., Barnard-Brak, L., Sulak, T., Jones, N., & Walter, M. (2012). The Effects of Environment on Children’s Executive Function: A Study of Three Private Schools. Journal of Research in Childhood Education, 26(4), 418–426. doi: https://doi.org/10.1080/02568543.2012.711431 Abstract The purpose of … Continuer la lecture

Publié dans Bagby, J., Barnard-Brak, L., Jones, N., Sulak, T., Walter, M. | Marqué avec , , , , | Commentaires fermés sur The Effects of Environment on Children’s Executive Function: A Study of Three Private Schools.

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 , , , | 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 , , , , , , , | 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 , , , , , , , , , , , , , , , , | Commentaires fermés sur Do children in Montessori schools perform better in the achievement test? A Taiwanese perspective.

Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis.

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447. Abstract A quantitative meta-analysis evaluating … Continuer la lecture

Publié dans Ehri, L. C., Nunes, S. R., Stahl, S. A., Willows, D. M. | Marqué avec , , , , , , , | Commentaires fermés sur Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis.

Grounding the symbols for place value: evidence from training and long-term exposure to Base-10 models.

Mix, K.S., Smith, L.B.,  Stockton, J.D., Cheng, Y. & Barterian, J.A. (2017). Grounding the symbols for place value: evidence from training and long-term exposure to Base-10 models. Journal of Cognition and Development, 18(1): 129-151. Mix, K.S. Mix, K.S., Smith, L.B.,  … Continuer la lecture

Publié dans Barterian, J.A., Cheng, Y., Mix, K.S., Smith, L.B. | Marqué avec , , , , , , , | Commentaires fermés sur Grounding the symbols for place value: evidence from training and long-term exposure to Base-10 models.