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You searched for subject:(Montessori teacher). Showing records 1 – 12 of 12 total matches.

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Malmö University

1. Malm, Birgitte. Understanding what it means to be a Montessori teacher : teachers reflections on their lives and work .

Degree: Malmö University. Children Youth and Society (BUS), 2003, Malmö University

 The overall aim of this study has been to come to a better understanding of what it means to be a Montessori teacher, by getting… (more)

Subjects/Keywords: Montessori teacher; Livsberättelser; Montessori; Lärarrollen

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APA (6th Edition):

Malm, B. (2003). Understanding what it means to be a Montessori teacher : teachers reflections on their lives and work . (Thesis). Malmö University. Retrieved from http://hdl.handle.net/2043/7924

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Malm, Birgitte. “Understanding what it means to be a Montessori teacher : teachers reflections on their lives and work .” 2003. Thesis, Malmö University. Accessed April 22, 2019. http://hdl.handle.net/2043/7924.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Malm, Birgitte. “Understanding what it means to be a Montessori teacher : teachers reflections on their lives and work .” 2003. Web. 22 Apr 2019.

Vancouver:

Malm B. Understanding what it means to be a Montessori teacher : teachers reflections on their lives and work . [Internet] [Thesis]. Malmö University; 2003. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2043/7924.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malm B. Understanding what it means to be a Montessori teacher : teachers reflections on their lives and work . [Thesis]. Malmö University; 2003. Available from: http://hdl.handle.net/2043/7924

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Karlstad University

2. Toll, Emma. Montessorilärares tankar om lek : En kvalitativ studie om utbildade montessorilärares tankar om lekens betydelse och deras roll i barns lek i förskolan.

Degree: Educational Studies (from 2013), 2018, Karlstad University

Syftet med denna studie är att bidra med kunskap om hur några utbildade montessorilärare ser på lek i montessoripedagogiken. Genom kvalitativa semistrukturerade intervjuer har… (more)

Subjects/Keywords: preschool; play; Montessori; Montessori teacher; actor-network theory; förskola; lek; montessori; montessorilärare; aktör-nätverksteori; Pedagogy; Pedagogik

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APA (6th Edition):

Toll, E. (2018). Montessorilärares tankar om lek : En kvalitativ studie om utbildade montessorilärares tankar om lekens betydelse och deras roll i barns lek i förskolan. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68373

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Toll, Emma. “Montessorilärares tankar om lek : En kvalitativ studie om utbildade montessorilärares tankar om lekens betydelse och deras roll i barns lek i förskolan.” 2018. Thesis, Karlstad University. Accessed April 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68373.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Toll, Emma. “Montessorilärares tankar om lek : En kvalitativ studie om utbildade montessorilärares tankar om lekens betydelse och deras roll i barns lek i förskolan.” 2018. Web. 22 Apr 2019.

Vancouver:

Toll E. Montessorilärares tankar om lek : En kvalitativ studie om utbildade montessorilärares tankar om lekens betydelse och deras roll i barns lek i förskolan. [Internet] [Thesis]. Karlstad University; 2018. [cited 2019 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68373.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Toll E. Montessorilärares tankar om lek : En kvalitativ studie om utbildade montessorilärares tankar om lekens betydelse och deras roll i barns lek i förskolan. [Thesis]. Karlstad University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68373

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


AUT University

3. Chisnall, Nicola. Montessori education in Aotearoa-New Zealand: a framework for peace and social justice .

Degree: 2012, AUT University

 In the first half of the 20th century, Maria Montessori (1870-1952) created a radical approach to early education that she believed had the potential to… (more)

Subjects/Keywords: Justice; Montessori; Peace; Newly qualified teachers; Teacher transformation; Early childhood education

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APA (6th Edition):

Chisnall, N. (2012). Montessori education in Aotearoa-New Zealand: a framework for peace and social justice . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4404

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chisnall, Nicola. “Montessori education in Aotearoa-New Zealand: a framework for peace and social justice .” 2012. Thesis, AUT University. Accessed April 22, 2019. http://hdl.handle.net/10292/4404.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chisnall, Nicola. “Montessori education in Aotearoa-New Zealand: a framework for peace and social justice .” 2012. Web. 22 Apr 2019.

Vancouver:

Chisnall N. Montessori education in Aotearoa-New Zealand: a framework for peace and social justice . [Internet] [Thesis]. AUT University; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10292/4404.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chisnall N. Montessori education in Aotearoa-New Zealand: a framework for peace and social justice . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4404

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

4. Christensen, Olivia. Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a;… (more)

Subjects/Keywords: anti-bias; anti-racist; early childhood education; montessori; phenomenology; teacher identity

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APA (6th Edition):

Christensen, O. (2018). Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200216

Chicago Manual of Style (16th Edition):

Christensen, Olivia. “Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection.” 2018. Doctoral Dissertation, University of Minnesota. Accessed April 22, 2019. http://hdl.handle.net/11299/200216.

MLA Handbook (7th Edition):

Christensen, Olivia. “Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection.” 2018. Web. 22 Apr 2019.

Vancouver:

Christensen O. Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/11299/200216.

Council of Science Editors:

Christensen O. Transforming the Transformation: A post-intentional phenomenological exploration of Montessori teachers engaging in anti-bias and anti-racist teacher self-reflection. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200216


University of Arkansas

5. Blahut, Judith Sarah. Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work.

Degree: MS, 2012, University of Arkansas

  Research in effortful control is necessary to understand and support children's behaviors in Social and classroom settings (Rimm-Kaufman, Curby, Grimm, Brock, & Nathanson, 2009).… (more)

Subjects/Keywords: Education; Effortful control; Montessori; Elementary Education and Teaching; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Blahut, J. S. (2012). Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/309

Chicago Manual of Style (16th Edition):

Blahut, Judith Sarah. “Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work.” 2012. Masters Thesis, University of Arkansas. Accessed April 22, 2019. https://scholarworks.uark.edu/etd/309.

MLA Handbook (7th Edition):

Blahut, Judith Sarah. “Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work.” 2012. Web. 22 Apr 2019.

Vancouver:

Blahut JS. Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work. [Internet] [Masters thesis]. University of Arkansas; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.uark.edu/etd/309.

Council of Science Editors:

Blahut JS. Children's Effortful Control in a Montessori Classroom: Effects of Parenting and Purposeful Work. [Masters Thesis]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/309


Kent State University

6. Aljabreen, Haifa. A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies, 2017, Kent State University

 The purpose of this study was to compare and contrast teacher roles in two early childhood education settings—a U.S. Montessori preschool and a traditional Saudi… (more)

Subjects/Keywords: Education; Educational Theory; Education Philosophy; Early Childhood Education; Curriculum Development; Preschool teacher roles; early childhood education; Montessori preschool; Saudi public preschool

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APA (6th Edition):

Aljabreen, H. (2017). A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711

Chicago Manual of Style (16th Edition):

Aljabreen, Haifa. “A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool.” 2017. Doctoral Dissertation, Kent State University. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711.

MLA Handbook (7th Edition):

Aljabreen, Haifa. “A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool.” 2017. Web. 22 Apr 2019.

Vancouver:

Aljabreen H. A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool. [Internet] [Doctoral dissertation]. Kent State University; 2017. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711.

Council of Science Editors:

Aljabreen H. A Comparative Multi-Case Study of Teacher Roles in U.S. Montessori Preschool and Saudi Public Preschool. [Doctoral Dissertation]. Kent State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1492596882767711


University of Cincinnati

7. Chae, Eunyoung Kim. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.

Degree: EdD, Education, Criminal Justice, and Human Services: Curriculum and Instruction, 2014, University of Cincinnati

 This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers’ pedagogical methodology and English acquisition by young children… (more)

Subjects/Keywords: Teacher Education; Teacher Professional Development; Early Childhood Education; Montessori Education; Interdisciplinary Approach; English as a Foreign Language; English as a Second Language

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APA (6th Edition):

Chae, E. K. (2014). Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451

Chicago Manual of Style (16th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed April 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

MLA Handbook (7th Edition):

Chae, Eunyoung Kim. “Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea.” 2014. Web. 22 Apr 2019.

Vancouver:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Apr 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451.

Council of Science Editors:

Chae EK. Early Childhood Teacher Professional Development Using an Interdisciplinary Approach:Teaching English as a Foreign Language for Young Children in Korea. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810451


University of Houston

8. -0462-6575. THE INFLUENCE OF A ‘LEARNING BY DOING’ PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHER READINESS FOR THE CLASSROOM: A CASE STUDY WITH IMPLICATIONS FOR SCHOOL LEADERS.

Degree: Educational Leadership and Policy Studies, Department of, 2016, University of Houston

 In a recent study conducted by the National Council on Teacher Quality (NCTQ) entitled “Teacher Prep Review”, devastating data were presented that many universities are… (more)

Subjects/Keywords: Learning by doing; teacher turn around; teacher preparation programs; hands on learning; Professional Development; Montessori; Educational Theorists; Andragogy; adult learning; student learning; closing the achievement gap

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APA (6th Edition):

-0462-6575. (2016). THE INFLUENCE OF A ‘LEARNING BY DOING’ PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHER READINESS FOR THE CLASSROOM: A CASE STUDY WITH IMPLICATIONS FOR SCHOOL LEADERS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1502

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-0462-6575. “THE INFLUENCE OF A ‘LEARNING BY DOING’ PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHER READINESS FOR THE CLASSROOM: A CASE STUDY WITH IMPLICATIONS FOR SCHOOL LEADERS.” 2016. Thesis, University of Houston. Accessed April 22, 2019. http://hdl.handle.net/10657/1502.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-0462-6575. “THE INFLUENCE OF A ‘LEARNING BY DOING’ PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHER READINESS FOR THE CLASSROOM: A CASE STUDY WITH IMPLICATIONS FOR SCHOOL LEADERS.” 2016. Web. 22 Apr 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0462-6575. THE INFLUENCE OF A ‘LEARNING BY DOING’ PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHER READINESS FOR THE CLASSROOM: A CASE STUDY WITH IMPLICATIONS FOR SCHOOL LEADERS. [Internet] [Thesis]. University of Houston; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10657/1502.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-0462-6575. THE INFLUENCE OF A ‘LEARNING BY DOING’ PROFESSIONAL DEVELOPMENT PROGRAM ON TEACHER READINESS FOR THE CLASSROOM: A CASE STUDY WITH IMPLICATIONS FOR SCHOOL LEADERS. [Thesis]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1502

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

9. Hunt, Nathalie Jean. Montessori guide decision-making : how elementary Montessori guides made instructional decisions.

Degree: Curriculum and Instruction, 2013, University of Texas – Austin

Teacher decision-making is referred to as the fundamental responsibility of teachers. All teachers are asked to make decisions on a daily basis in their classrooms.… (more)

Subjects/Keywords: Teacher decision-making; Elementary; Montessori; Culturally responsive teaching; Care

…school. Examining the teacher decision-making of a Montessori guide stands to offer a fresh… …label given to a Montessori teacher by Dr. Montessori. Historically, the reception of… …Montessori education; (2) teacher decision-making; and (3) decisions of care… …formation of the child’s mind. Montessori (1965) stated, “It is the teacher who must… …the teacher as the guide. An authentic Montessori experience understood and practiced Dr… 

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APA (6th Edition):

Hunt, N. J. (2013). Montessori guide decision-making : how elementary Montessori guides made instructional decisions. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21715

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hunt, Nathalie Jean. “Montessori guide decision-making : how elementary Montessori guides made instructional decisions.” 2013. Thesis, University of Texas – Austin. Accessed April 22, 2019. http://hdl.handle.net/2152/21715.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hunt, Nathalie Jean. “Montessori guide decision-making : how elementary Montessori guides made instructional decisions.” 2013. Web. 22 Apr 2019.

Vancouver:

Hunt NJ. Montessori guide decision-making : how elementary Montessori guides made instructional decisions. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2152/21715.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hunt NJ. Montessori guide decision-making : how elementary Montessori guides made instructional decisions. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21715

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

10. Zell, Stacy Kay. Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States 1913-1918.

Degree: PhD, Curriculum and Instruction, 1997, Virginia Tech

 This historical re-view of the events and interactions of Maria Montessori's visit to the United States between the years 1913 and 1918 begins by examining… (more)

Subjects/Keywords: Social Foundations; Democracy; History; Teacher Education; Maria Montessori; LD5655.V856 1997.Z455

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zell, S. K. (1997). Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States 1913-1918. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/30319

Chicago Manual of Style (16th Edition):

Zell, Stacy Kay. “Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States 1913-1918.” 1997. Doctoral Dissertation, Virginia Tech. Accessed April 22, 2019. http://hdl.handle.net/10919/30319.

MLA Handbook (7th Edition):

Zell, Stacy Kay. “Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States 1913-1918.” 1997. Web. 22 Apr 2019.

Vancouver:

Zell SK. Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States 1913-1918. [Internet] [Doctoral dissertation]. Virginia Tech; 1997. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10919/30319.

Council of Science Editors:

Zell SK. Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States 1913-1918. [Doctoral Dissertation]. Virginia Tech; 1997. Available from: http://hdl.handle.net/10919/30319

11. Darcy, Ashley. Executive Function in Early Childhood: Qualitative and Quantitative Patterns of Development Among Students within a Montessori Classroom.

Degree: Doctor of Education in Early Childhood Education (EdD), Education, 2014, Kennesaw State University

  This mixed methodology study observed five executive function components (working memory, attention, planning, cognitive flexibility, and inhibitory control) in a Montessori preschool environment for… (more)

Subjects/Keywords: executive function; early childhood; montessori; education; Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

…spooning, serving and drinking juice and tea. The Montessori teacher takes the time to model very… …Montessori classroom, the teacher, the children, and the classroom environment all work together to… …mentions both the Tools of Mind program and Montessori education as examples of experiences shown… …traditional, Montessori-like and full-Montessori programs. She found that the children in the… …Montessori classrooms had the highest levels of executive function. As more information is being… 

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APA (6th Edition):

Darcy, A. (2014). Executive Function in Early Childhood: Qualitative and Quantitative Patterns of Development Among Students within a Montessori Classroom. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Darcy, Ashley. “Executive Function in Early Childhood: Qualitative and Quantitative Patterns of Development Among Students within a Montessori Classroom.” 2014. Thesis, Kennesaw State University. Accessed April 22, 2019. https://digitalcommons.kennesaw.edu/etd/647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Darcy, Ashley. “Executive Function in Early Childhood: Qualitative and Quantitative Patterns of Development Among Students within a Montessori Classroom.” 2014. Web. 22 Apr 2019.

Vancouver:

Darcy A. Executive Function in Early Childhood: Qualitative and Quantitative Patterns of Development Among Students within a Montessori Classroom. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Apr 22]. Available from: https://digitalcommons.kennesaw.edu/etd/647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Darcy A. Executive Function in Early Childhood: Qualitative and Quantitative Patterns of Development Among Students within a Montessori Classroom. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/etd/647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

12. Bridgemohan, Radhika Rani. An analysis of early childhood development programmes in South Africa.

Degree: 1996, University of South Africa

 This study constitutes an attempt to describe and analyse the quality of selected early childhood development programmes in South Africa, and provide criteria by which… (more)

Subjects/Keywords: Quality early childhood development programmes; School readiness; Aims; Parent involvement; Teacher; Content; Assessment; Montessori; High Scope; Traditional; Open Education

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APA (6th Edition):

Bridgemohan, R. R. (1996). An analysis of early childhood development programmes in South Africa. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/15935

Chicago Manual of Style (16th Edition):

Bridgemohan, Radhika Rani. “An analysis of early childhood development programmes in South Africa.” 1996. Masters Thesis, University of South Africa. Accessed April 22, 2019. http://hdl.handle.net/10500/15935.

MLA Handbook (7th Edition):

Bridgemohan, Radhika Rani. “An analysis of early childhood development programmes in South Africa.” 1996. Web. 22 Apr 2019.

Vancouver:

Bridgemohan RR. An analysis of early childhood development programmes in South Africa. [Internet] [Masters thesis]. University of South Africa; 1996. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10500/15935.

Council of Science Editors:

Bridgemohan RR. An analysis of early childhood development programmes in South Africa. [Masters Thesis]. University of South Africa; 1996. Available from: http://hdl.handle.net/10500/15935

.