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Loeffler, Margaret H. – Montessori Life, 2002
Discusses the essential elements of Montessori educational philosophy and theory, focusing on the integration, development, and maintenance of the four characteristics of normalization (concentration, work, discipline, sociability) into adulthood. Discusses Montessori's view that development and retention of these positive characteristics could be…
Descriptors: Constructivism (Learning), Educational Philosophy, Educational Practices, Educational Theories
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Torrence, Martha – Montessori Life, 2002
Reflects upon the Montessori teacher's role as a peace educator in light of the terrorist attacks of September 11, 2001. Rearticulates Montessori's assertion that only through education can the fundamental issues of peace be addressed. Suggests that Montessori teachers seek professional development opportunities to help them incorporate the peace…
Descriptors: Conflict Resolution, Elementary Education, Montessori Method, Montessori Schools
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Ludick, Patricia – NAMTA Journal, 2003
It is within the prepared environment of the adolescent learning community that the adult comes into full connection with Montessori's universal picture of optimal development. Adolescents' search for meaning enables adults to come to a clearer understanding of the human condition. Thus, teachers of adolescents must endeavor to model the ideals of…
Descriptors: Adolescent Development, Adolescents, Adult Child Relationship, Individual Development
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Crain, William – Montessori Life, 2003
Discusses how child-centered educational philosophies, including Montessori, share positions differing radically from those of the educational standards movement. Focuses on adult-set goals and standards, social promotion, external motivators, demands for more challenging work, and standardized tests. Reports that children in child-centered…
Descriptors: Academic Standards, Accountability, Behavior Standards, Educational Attitudes
Inform, 2002
Describes the building designs of Virginia's Frost Montessori School, Pole Green Elementary School in Hanover County, and five elementary schools in Carroll County. Describes the educational context, design goals, and architects. Also includes photographs. (EV)
Descriptors: Building Design, Building Innovation, Educational Facilities Design, Educational Facilities Planning
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Smythe, Cathy – Montessori Life, 2002
Describes transition as involving multidimensional components; highlights transitional situations in the Montessori classroom using strategies involving routines, tasks, and signals. Details transitional activities to neutralize effects of moving to a new level or teacher. Provides suggestions for helping adults deal with everyday transitions such…
Descriptors: Adjustment (to Environment), Elementary Education, Elementary School Students, Montessori Method
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Ewert-Krocker, Laurie – NAMTA Journal, 2001
Uses Havighurst's 11 developmental tasks for normal adolescence as a basis for a discussion of the prepared environment for the adolescent; tasks include adjusting to a new physical self and intellectual abilities, establishing adult vocational goals, and establishing emotional and psychological independence from parents. Considers the needs and…
Descriptors: Adolescent Development, Adolescents, Developmental Tasks, Educational Environment
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Monson, Michele – Montessori Life: A Publication of the American Montessori Society, 2006
In preparation for the centennial of Montessori education, school leaders have a unique responsibility--not only to the communities, but also to Dr. Montessori's memory--to revise the educational practices in a manner that is both respectful of her theories and responsive to a changing educational landscape. This article outlines one example of…
Descriptors: Educational Practices, Montessori Schools, Child Development, Montessori Method
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Gordon, Barbara – NAMTA Journal, 2003
Offers suggestions for facilitating collaboration between families and schools, based on experience in Montessori education. Advocates gaining trust through regular informal social gatherings of parents and principal, pointing out that trust can help parents deal with anxiety over future academic success. Notes the efficacy of a parent education…
Descriptors: Cooperation, Early Childhood Education, Elementary Education, Elementary School Teachers
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Chattin-McNichols, John – Montessori Life, 1998
Reviews Marshak's book describing the work of educators Maria Montessori, Rudolf Steiner, Aurobindo Ghose, and Inayat Khan. Maintains that the book gives clear, concise information on each educator and presents a common vision for children and their education; also maintains that it gives theoretical and practical information and discusses…
Descriptors: Educational Development, Educational Improvement, Educational Objectives, Educational Philosophy
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Morrison, George S. – Montessori Life, 2002
Contends that these are the "best of times" for public and private education in the United States, focusing on educational reform initiatives that could significantly reshape Montessori education at all levels. Examines the impact of several reform initiatives: national and state standards, testing and accountability, research-based curriculum and…
Descriptors: Change Agents, Change Strategies, Early Childhood Education, Educational Change
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Dyck, James – Montessori Life, 2002
Reviews current literature--noting limitations--and provides observations regarding the impact on learning of six physical attributes of the Montessori prepared environment: aesthetics, spatial factors, light, noise, color, and temperature. Suggests guidelines for Montessori classrooms. Concludes by asserting that considering these six…
Descriptors: Aesthetics, Classroom Design, Classroom Environment, Color
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Lopata, Christopher; Wallace, Nancy V.; Finn, Kristin V. – Journal of Research in Childhood Education, 2005
The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended…
Descriptors: Grade 8, Grade 4, Academic Achievement, Montessori Schools
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McKenzie, Ginger Kelley – Montessori Life: A Publication of the American Montessori Society, 2005
In Montessori schools, the best way to strengthen the climate of success by the administrators is called "transformational leadership". Leadership theorist James McGregor Burns identifies transformational leadership as a mutual belief and value system, and a commitment between a principal and teachers to focus on what works best for their school.…
Descriptors: Instructional Leadership, Montessori Schools, Transformational Leadership, Partnerships in Education
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Gebhardt-Seele, Peter – NAMTA Journal, 2002
Describes cosmic education as the Montessori guide for educating 6- to 12-year-olds. Discusses practical consequences of Montessori's ideas, including the selection of the "great story," the need for physics at the elementary level to teach the laws of nature, the citizen's responsibility for the earth's survival, the importance of…
Descriptors: Aesthetics, Children, Classroom Environment, Educational Practices
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