@conference {613642, title = {Using Scaffolds to Measure Optimal Performance in Preschool Literacy}, booktitle = {International Objective Measurements Workshop (IOMW) at the annual American Educational Research Association (AERA) conference}, year = {2018}, address = {New York, NY}, abstract = {In typical spelling assessments, 3- to 4-year-olds get lower scores than 5-year-olds.\ Are these lower scores a result of typical development or aspects of development unrelated to spelling (i.e., lack of motor ability to write letters and working memory limitations)?\ This study compared two preschool spelling assessments: (1) a typical handwritten assessment that included a working memory scaffold, and (2) a movable alphabet assessment that included both a motor and working memory scaffold. Results indicate that:Preschoolers scored higher on the movable alphabet spelling assessmentMovable alphabet scores were a significantly stronger predictor of developing literacy than handwriting scoresChildren were more willing to attempt to spell words with the alphabet assessmentAssessment scores were not closely tied to age or measures of behavior}, author = {Julia Volkman} } @presentation {613644, title = {Montessori Spoken Language Lessons}, journal = {Melrose Montessori School Webinar Recording (Video)}, year = {2017}, abstract = {This webinar presents key spoken language lessons that can be offered by anyone in the school. Ideal for Montessori primary classrooms and school administrators/support staff. Recorded at Melrose Montessori School.}, url = {https://www.youtube.com/watch?v=mgBURbes7kE\&t=493s}, author = {Julia Volkman} } @mastersthesis {613640, title = {Scaffolds and Spelling in Preschool: Using a Movable Alphabet to Measure Early Literacy}, year = {2017}, note = {Winner of the 2018 Dean Bok prize for outstanding thesis research}, type = {ALM Thesis}, abstract = {Understanding young children{\textquoteright}s spelling abilities may provide unique insight intotheir overall linguistic development as well as assist in identifying children at risk forreading difficulties in ways that typical reading assessments cannot (Chua, Rickard Liow,\& Yeong, 2016; Clemens, Oslund, Simmons, \& Simmons, 2014; Hofslundsengen,Hagtvet, \& Gustafsson, 2016; McBride-Chang, 1998; Ouellette \& S{\'e}n{\'e}chal, 2017). Yet,spelling assessments are not commonly conducted before Kindergarten (age 5) and nonormed instrument exists for 3- to 4-year-olds.When spelling assessments designed for 5-year-olds are administered to youngerchildren, young children get lower scores (Clemens et al., 2014; Puranik \& Apel, 2010).These lower scores may reflect their less developed spelling ability (typical development)but they may also be influenced by aspects of development unrelated to spelling: lack ofmotor ability to write letters, working memory limitations, poor word choice of items tobe spelled, and/or insensitive scoring systems (Apel, Wolter, \& Masterson, 2006;Clemens et al., 2014; Diamond, 2013; Puranik \& Apel, 2010). These latter possibilitiesraise the question of what would happen if we controlled these factors. Would apreschool spelling assessment that did not require handwriting and that minimizedworking memory demands result in higher spelling scores than a handwrittenassessment? Specifically, is a movable alphabet spelling assessment a more reliable,valid, and sensitive way of measuring spelling abilities in children younger than 5 than isa handwritten assessment?The present study employed a within-subjects quasi-experimental design in whichthe spelling of 3- to 4-year-old children was assessed using a movable alphabet andhandwriting. Results indicated that (1) preschoolers scored higher on a movable alphabetspelling assessment than on a handwritten assessment, (2) word choice did influenceresults, (3) movable alphabet spelling scores were a significantly stronger predictor ofphonemic awareness and letter knowledge scores than handwritten spelling scores, (4)children were more willing to attempt to spell words with the movable alphabet than withhandwriting, and (5) assessment scores were not closely tied to age or measures ofbehavior.To date, few if any other studies have specifically evaluated the influence ofdifferent tools on capturing the spelling abilities of preschoolers. This study expandscurrent knowledge about the influence of motor and working memory scaffolds on theword-building capacities of 3- to 4-year-olds.}, author = {Julia Volkman} } @webarticle {613643, title = {A Guide to Normalization}, journal = {Maitri Learning Pedagogy Blog}, year = {2017}, abstract = {We all want our children to normalize and blossom and yet many of us run into similar stumbling blocks. We know that before\ the children will thrive in our prepared environment, they have to feel safe, welcome, and socially connected to us. So, we begin by\ forming a friendly relationship with each child. But, once we have established this, there are several common areas that often give us trouble:The Physical EnvironmentThe Daily RoutineThe Procedure for Giving LessonsOur Precision in Giving LessonsThe Sequence of Lessons (with an emphasis on Preliminary Exercises \& Grace and Courtesy)}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy}, author = {Julia Volkman} } @webarticle {534791, title = {Intervening with Tough Behavior}, journal = {Maitri Learning Pedagogy Blog}, year = {2017}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/intervening-with-tough-behavior}, author = {Juila Volkman} } @webarticle {534796, title = {Which font? Print, Italic, or Cursive?}, journal = {Maitri Learning Pedagogy Blog}, year = {2017}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/which-font-manuscript-italic-or-cursive}, author = {Julia Volkman} } @newspaperarticle {534756, title = {Accommodations in Primary (Preschool)}, journal = {Montessori Public}, volume = {Winter}, year = {2016}, abstract = {Learning variability is present at all ages. In preschool, there are specific approaches educators may take to support dynamic development and encourage it along a skillful path. Topics discussed include challenges with social interaction, processing, sequencing, internal order, reading, and negativity.\ }, url = {http://www.montessoripublic.org/wp-content/uploads/2016/12/MontessoriPublic_Vol11.pdf}, author = {Julia Volkman} } @webarticle {467696, title = {Word webs \& reading circuits: Going deep with spoken language lessons (preschool)}, journal = {Maitri Learning: Pedagogy Blog}, year = {2016}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/47877633-word-webs-reading-circuits-going-deep-with-spoken-language-lessons}, author = {Julia Volkman} } @webarticle {467661, title = {Fade and observe: Scaffolding without intruding}, journal = {Maitri Learning: Pedagogy Blog}, year = {2016}, abstract = {"I was observing in a primary classroom the other day when I saw an utterly enthralled 4-year-old boy doing the hand washing work. His hands were in the beautiful blue and white basin and he was smiling as he turned the water over and under each hand.... "}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/fade-and-observe}, author = {Julia Volkman} } @webarticle {467666, title = {Setting up the prepared environment (primary)}, journal = {Maitri Learning: Pedagogy Blog}, year = {2016}, abstract = {"I{\textquoteright}ve been working with\ Libertas Public Montessori School\ in Memphis. One of our many projects is to open a new Primary class. So, I{\textquoteright}ve been investing a great deal of time in looking at material suppliers, thinking about plants, and measuring heights for tables and chairs. Since I know I{\textquoteright}m not the only one doing this work, I decided to post my thoughts\ and discoveries here so we can all benefit..."}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/160874247-setting-up-the-environment-primary}, author = {Julia Volkman} } @presentation {465201, title = {Mind, Brain, and Education: A Crash Course for Teachers. [video]}, journal = {CALL \& the Brain: JALTCALL 2016}, year = {2016}, publisher = {JALTCALL}, address = {Tokyo, Japan}, abstract = {What does our growing neuroscientific knowledge of cognition teach us about teaching? We know that education materially changes the brain but do we know which practices result in skillful or unskillful changes? This talk will present the overall view of Mind, Brain, and Education as a transdisciplinary approach to learning. It will present ways to address diverse aspects of human biology as supports for optimal understanding and skill mastery. The talk will touch on plasticity, dynamic skill development, attention, memory, learning variability, mirror neurons, social biology, and more. Concrete and actionable suggestions that arise from this body of research will be presented. Attendees will leave with strategies they can immediately incorporate to improve student engagement and outcomes.[[{"fid":"523916","view_mode":"default","type":"media","attributes":{"height":"480","width":"854","class":"wysiwyg-placeholder media-element file-default"}}]]}, url = {https://youtu.be/jvijECYB56Y}, author = {Julia Volkman} } @webarticle {467671, title = {Parent-Teacher Conferences}, journal = {Maitri Learning: Pedagogy Blog}, year = {2016}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/158940871-parent-teacher-conferences}, author = {Julia Volkman} } @webarticle {467676, title = {The avocado \& the stick: How nature can open the door to learning}, journal = {Maitri Learning: Pedagogy Blog}, year = {2016}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/164379975-the-avocado-the-stick}, author = {Julia Volkman} } @webarticle {467681, title = {What you{\textquoteright}ll see in a great Montessori school}, journal = {Maitri Learning: Pedagogy Blog}, year = {2016}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/157273607-what-youll-see-in-a-great-montessori-school}, author = {Julia Volkman} } @proceedings {467641, title = {Montessori training challenges and online solutions.}, journal = {Annual Meeting of the AMI Scientific Pedagogy Group}, year = {2016}, address = {Amsterdam, The Netherlands}, abstract = {Dr. Annette Haines and Judi Orion invited me to attend this meeting to discuss the possibilities for extending the reach of the Association Montessori Internationale (AMI) via online/hybrid\ learning. There is currently an inadequate number of AMI training centers/courses available to meet global needs. Considering these options is part of the AMI{\textquoteright}s Bold Goal initiative. The main suggestions presented were to:Record\ theory talks by experts in the field: These might be included in\ an online-only Montessori Foundations course that could be undertaken before formal in-person course work begins and/or as separate professional development sessionsCreate a distance option for annual conferences: An on-site staffer would monitor live chatboards during each workshop so that distance students could have a real-time voice in the on-site dialogueCreate a pilot Satellite (hybrid/regional) training course: A trainer would conduct their course as usual in their home training center; Several prepared Assistant Trainers would create prepared training environments in geographically-distant locations; All regional centers would join the home center live for daily lecture and presentations; Assistant Trainers would supervise practicum in their regional center; This model may be incorporated as part of a "Train the Trainer" seminar thereby building capacity for future expansionConnect with all current AMI trainers to gather handbooks, rubrics, case studies, and other course materials that might be leveraged as part of a unified online effortAdd in more {\textquoteright}flipped classroom{\textquoteright} elements to all training effortsDevelop a standardized online classroom webstructure: This could be used for traditional and/or experimental training programs by providing a means of online assignment submissions and standardized grading rubrics; This may also\ include resource bundles (e.g., recorded talks, research links) to encourage further, optional\ exploration and study of topics of interest to students}, author = {Julia Volkman} } @presentation {465081, title = {Reading \& Dyslexia: A Neuroscientific Perspective.}, year = {2016}, abstract = {This video is meant for anyone who is interested in dyslexia, a form of human variability that confers challenges as well as gifts. This includes a brief history of language development, a review of typical reading development/pathways, and a discussion of the neuroscientific research on dyslexia, possible causes for the different types of dyslexia, and suggestions for interventions. I recorded this talk in preparation for a section I offered on this topic in the Neuroscience of Learning course. You can find a list of resources about dyslexia and language development/reading on the dyslexia research page of my website.[[{"fid":"523846","view_mode":"default","type":"media","attributes":{"height":"480","width":"854","class":"wysiwyg-placeholder media-element file-default"}}]]}, url = {https://www.youtube.com/watch?v=LXNfvkBJK3M}, author = {Julia Volkman} } @webarticle {467686, title = {Montessori sound games: Teaching phonemic awareness}, journal = {Maitri Learning: Pedagogy Blog}, year = {2016}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/100404679-montessori-sound-games-teaching-phonemic-awareness}, author = {Julia Volkman} } @webarticle {467691, title = {Phonograms made easy (preschool)}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/50432577-phonograms-made-easy}, author = {Julia Volkman} } @webarticle {467701, title = {Public school practical life: Breakfast as snack}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/41296769-public-school-practical-life-breakfast-as-snack}, author = {Julia Volkman} } @presentation {465086, title = {Preschool Parent Orientation: Brain Development \& Why You Care. [video]}, journal = {Alfred G. Zanetti Montessori School: Springfield, MA}, year = {2015}, abstract = {Preschool Parent Orientation Part 2: Brain BasicsThis is the second 20 minutes of the orientation program we run each August for new preschoolers and their families at Zanetti Public Montessori School in Springfield, MA. We start with introductions and details about arrival/dismissal, breakfast/lunch, rest-time, and school communication procedures.The second part of this talk (this video) is where I get into key aspects of brain development and how we parents and teachers have an extraordinary potential to influence the physical architecture of the child{\textquoteright}s brain.\ While I{\textquoteright}m talking with parents, the children are meeting one-on-one with their new teacher, getting introduced to their classroom, and learning a few key things (bathrooms, cubbies, and a few things that they can do when they arrive on the first day).\ After the grown-ups meet with me, they head down to their child{\textquoteright}s class to meet one-on-one with the teacher while the children are invited to take a little walking tour of the building with me (that{\textquoteright}s hysterical...like herding cats at first but by the end, they{\textquoteright}re walking in line like a pro).[[{"fid":"523851","view_mode":"default","type":"media","attributes":{"height":"480","width":"854","class":"wysiwyg-placeholder media-element file-default"}}]]}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/42120577-preschool-orientation-no-more-crying-on-the-first-day-of-school}, author = {Julia Volkman} } @webarticle {467706, title = {Phasing in and the parking lot}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/18068045-phasing-in-the-parking-lot}, author = {Julia Volkman} } @webarticle {467711, title = {The best snack procedure (preschool)}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/37685313-the-best-snack-procedure}, author = {Julia Volkman} } @webarticle {467716, title = {Setting up sensorial: The Montessori prepared environment for educating the senses}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/37064321-setting-up-sensorial}, author = {Julia Volkman} } @webarticle {467721, title = {Setting up the language area: The Montesori prepared environment for language education}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/34012993-setting-up-the-language-area}, author = {Julia Volkman} } @webarticle {467726, title = {Less is more: Crowding the visual field}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/34012993-setting-up-the-language-area}, author = {Julia Volkman} } @webarticle {467731, title = {Independence with the movable alphabet; Writing before reading in Montessori}, journal = {Maitri Learning: Pedagogy Blog}, year = {2015}, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/17810761-independence-with-the-movable-alphabet}, author = {Julia Volkman} } @presentation {465136, title = {Language development, neuroscience, and Montessori}, year = {2014}, abstract = {How can we use the teachings of neuroscience to bring language alive and inspire children to choose language work in our Montessori classrooms? How can we guide children to independent language expression and creativity? This webcast provides a brain-based look at the meeting point of current research and Montessori pedagogy.[[{"fid":"523861","view_mode":"default","type":"media","attributes":{"height":"360","width":"640","class":"wysiwyg-placeholder media-element file-default"}}]]}, url = {https://vimeo.com/ondemand/22247/108540282}, author = {Julia Volkman} } @proceedings {465131, title = {Montessori \& Neuroscience}, journal = {AMI Spain Centenary Conference}, year = {2014}, publisher = {Association Montessori Internationale of Spain}, address = {Girona, Spain}, abstract = {The\ Association Montessori Internationale (AMI) of Spain\ group brought me all the way to Girona, Spain (an ancient, walled city north of Barcelona...go visit!) to give this talk. Here is an audio recording of the talk I made to practice the night before we flew out. I was a little sleepy but you can still get the gist of it. May it be useful.\ [[{"fid":"523856","view_mode":"default","type":"media","attributes":{"height":"480","width":"854","class":"wysiwyg-placeholder media-element file-default"}}]]}, url = {https://www.youtube.com/watch?v=TcE1RUNYtVI}, author = {Julia Volkman} } @conference {465141, title = {Neuroscience-informed workshop for adults}, booktitle = {International Montessori Congress}, year = {2013}, address = {Portland, OR}, abstract = {This survey study evaluated whether a workshop presentation would improve learning if it were altered to marry the findings of neuroscience, biology, and cognitive science with pedagogy{\textemdash}the Mind, Brain, Health, and Education (MBHE) approach. In March of 2010, the researcher presented a 90-minute workshop titled {\textquotedblleft}The Secret Work of Normalization{\textquotedblright} to over 300 Montessori professionals at the American Montessori Society{\textquoteright}s (AMS) National Conference in Boston. The workshop{\textquoteright}s design was based on Neuroscience-Informed Workshop Strategies (NIWS).Two surveys were completed by participants immediately upon completion of the session and a post-workshop survey was completed online one month later. Results suggest that the NIWS:{\textbullet} Were rated as very effective by participants{\textbullet} Resulted in measurable improvements in classroom schedules{\textbullet} Resulted in perceived improvements in targeted behaviors}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/mbhe_workshop_poster.pdf?1147}, author = {Julia Volkman} } @newspaperarticle {467746, title = {Taking a stand for sanity [Boston Marathon bombings]: Educating children to think logically and independently is the cure for terrorism}, journal = {Public School Montessorian}, volume = {Summer}, year = {2013}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_wint_2013_lillard_study.pdf?8298368647472713226}, author = {Julia Volkman} } @presentation {465151, title = {Special needs: Brain-based strategies for working with the inherent variability of humans. [video]}, journal = {Workshop: Wisconsin Montessori Association}, year = {2013}, abstract = {[[{"fid":"523871","view_mode":"default","type":"media","attributes":{"height":"480","width":"854","class":"wysiwyg-placeholder media-element file-default"}}]]}, url = {https://www.youtube.com/watch?v=Swf-JB-Ee_0}, author = {Julia Volkman} } @newspaperarticle {467741, title = {New research by Lillard shows greater gains for classic [Montessori]}, journal = {Public School Montessorian}, volume = {Winter}, year = {2013}, month = {Winter 2013}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_wint_2013_lillard_study.pdf?8298368647472713226}, author = {Julia Volkman} } @website {467736, title = {Brainbasics.org: What you need to know about your brain}, year = {2012}, url = {http://www.brainbasics.org/}, author = {Julia Volkman} } @newspaperarticle {467751, title = {Meditation and Montessori}, journal = {Public School Montessorian}, volume = {Fall}, year = {2012}, month = {2012}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_sum_2012_meditat.pdf?8298368647472713226}, author = {Julia Volkman} } @newspaperarticle {467756, title = {The neurobiology of why we wait: Default mode network in the classroom}, journal = {Public School Montessorian}, volume = {Spring}, year = {2012}, month = {2012}, pages = {6}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_spring_2012_def_mode.pdf?918811090852159003}, author = {Julia Volkman} } @webarticle {465101, title = {Assessment Feedback: Heading off testing anxiety by helping students create meaningful goals and by establishing a supportive context}, journal = {Neuroscience \& The Classroom: Making Connections}, year = {2012}, abstract = {Teacher{\textquoteright}s Insight Box included in\ Section 5:\ Principles: Performance depends on context, and regression is essential to learning.\ }, url = {https://www.maitrilearning.com/blogs/montessori-pedagogy/42120577-preschool-orientation-no-more-crying-on-the-first-day-of-school}, author = {Julia Volkman} } @webarticle {465111, title = {Finding answers: Developing student voices, developing social emotions, and guiding children to discover their own answers to their questions}, journal = {Neuroscience \& The Classroom: Making Connections}, year = {2012}, url = {http://www.learner.org/courses/neuroscience/text/text.html?dis=U\&num=06\&sec=02}, author = {Julia Volkman} } @audiovisual {465121, title = {Montessori and Dynamic Skill Theory [video]}, journal = {Neuroscience \& The Classroom: Making Connections}, year = {2012}, publisher = {Annenberg Learner}, url = {http://www.learner.org/courses/neuroscience/common_includes/si_flowplayer.html?pid=2412}, author = {Science Media Group} } @audiovisual {465116, title = {The Montessori Approach. [video]}, journal = {Neuroscience \& The Classroom: Making Connections}, year = {2012}, publisher = {Annenberg Foundation \& Harvard Science Media Group}, url = {http://www.learner.org/courses/neuroscience/common_includes/si_flowplayer.html?pid=2411}, author = {Science Media Group} } @webarticle {465106, title = {Neuroscience-based practical tips for directing student attention}, journal = {Neuroscience \& The Classroom: Making Connections}, year = {2012}, url = {http://www.learner.org/courses/neuroscience/text/text.html?dis=U\&num=04\&sec=04}, author = {Julia Volkman} } @webarticle {465096, title = {Saying "Hello": Meeting children where they are emotionally, creating emotional connections}, journal = {Neuroscience \& The Classroom: Making Connections}, year = {2012}, url = {http://www.learner.org/courses/neuroscience/text/text.html?dis=U\&num=06\&sec=03}, author = {Julia Volkman} } @presentation {465146, title = {The neuroscience of normalization. [video]}, journal = {Keynote: South Carolina Montessori Alliance}, year = {2011}, abstract = {[[{"fid":"523866","view_mode":"default","type":"media","attributes":{"height":"480","width":"854","class":"wysiwyg-placeholder media-element file-default"}}]]}, author = {Julia Volkman} } @newspaperarticle {467761, title = {ADHD and the eyes: Convergence insufficiency}, journal = {Public School Montessorian}, volume = {Fall}, year = {2011}, month = {2011}, pages = {6}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_fall_2011_adhd_eyes.pdf?918811090852159003}, author = {Julia Volkman} } @newspaperarticle {465091, title = {Inspiration, Action, \& Peace}, journal = {Public School Montessorian}, volume = {Winter}, year = {2010}, month = {Dec 2010}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_wint_2010_Inspiration.pdf?8298368647472713226}, author = {Julia Volkman} } @newspaperarticle {467776, title = {Back to the basics for healthy children: The first things to go in education}, journal = {Public School Montessorian}, volume = {Summer}, year = {2010}, month = {2010}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_fall_2010_basic_health.pdf?918811090852159003}, author = {Julia Volkman} } @newspaperarticle {467771, title = {Montessori primes executive function}, journal = {Public School Montessorian}, volume = {Fall}, year = {2010}, month = {2010}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_fall_2010_Exec_Funct.pdf?918811090852159003}, author = {Julia Volkman} } @newspaperarticle {467766, title = {Observation \& freedom: Notes on scientifically observing students in Montessori preschool}, journal = {Public School Montessorian}, volume = {Winter}, year = {2010}, month = {2010}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_wint_2010_obs_freed.pdf?8298368647472713226}, author = {Julia Volkman} } @newspaperarticle {467781, title = {Managing interruptions: Guidelines (Montessori preschool)}, journal = {Public School Montessorian}, volume = {Winter}, year = {2009}, month = {2009}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_wint_2009_Mang_Intrpt.pdf?8298368647472713226}, author = {Julia Volkman} } @newspaperarticle {467791, title = {Classroom tendencies: An exhausting joy}, journal = {Informed: New Zealand Montessori Association}, year = {2008}, month = {2008}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/humantendNZ.pdf?918811090852159003}, author = {Julia Volkman} } @newspaperarticle {467786, title = {Drawing outside the lines: Prepared outlines and the developing artist}, journal = {Public School Montessorian}, volume = {Fall}, year = {2008}, month = {2008}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_fall_2008_prep_outlines.pdf?12404236809584456390}, author = {Julia Volkman and Susan Stephenson} } @unpublished {467796, title = {Lamination Study: Vocabulary cards in the Montessori primary classroom}, year = {2007}, type = {School-based, multisite experiment}, abstract = {This was an observational, international, multi-center, single-blind study of vocabulary card lamination formats in eleven Montessori primary (ages 3 to 6+) classrooms with total enrollment of 284 students. The study ran from December, 2005 through March 15, 2006. The study evaluated identical vocabulary cards laminated in distinct ways: Set A with a flexible, 1.5 mil laminate and square corners; Set B with a rigid, 5 mil laminate with rounded corners. The assumption that vocabulary cards featuring color photographs will call to and interest the child is clearly supported by the findings of this study; the cards were regularly and repeatedly used in all classrooms. The overall frequency with which children chose Set A versus Set B cards was nearly equivalent, although the children were slightly more likely to choose Set B for the initial presentation. Of the children who stated a preference, 83\% preferred Set B cards. Ninety percent of responding teachers preferred Set B cards. No teachers preferred Set A cards. Seven of the 11 classrooms (64\%) studied reported damage to Set A cards. No classrooms reported damage to Set B cards.}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/laminate_study_report_be7d90a4-130b-43f7-8a54-eeae2100467c.pdf?16844281225930475380}, author = {Julia Volkman} } @newspaperarticle {465126, title = {Study: Lamination materials, shape matter}, journal = {Public School Montessorian}, volume = {Spring}, year = {2007}, month = {2007}, url = {https://cdn.shopify.com/s/files/1/0734/7437/files/psm_spring_2007_lam_study.pdf?918811090852159003}, author = {Julia Volkman} }