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Doctoral Dissertation (Ed.D.)
Improving Montessori Teacher Effectiveness through a School-University Partnership
Available from: Wilmington University
Elementary education, Teacher education
Abstract/Notes: In an effort to improve the quality of education received by the nation’s children, research has been conducted to identify factors that contribute to student success. Research indicates that teacher training and credentials are related to higher student achievement. This paper explores the literature regarding teacher effectiveness and then compares practices of effective teachers with the training received by Montessori teachers. The results were used to identify a gap in the teacher-training program. This information was substantiated by data collected using an online survey. The survey also measured the percent of Delaware Montessori teachers who have their state teaching certification as well as their interest in a potential Montessori teacher education graduate program. With this information, a school-university graduate partnership was designed. The graduate program would result in educators becoming dual certified, both Montessori certified and state licensed and certified. This executive position paper advocates for the establishment of a school-university partnership between the Delaware Institute for Montessori Education (DIME) and the College of Education at Wilmington University for the purposes of creating a pathway to a graduate degree and dual certification for qualified Montessori educators.
Published: New Castle, Delaware, 2016
Doctoral Dissertations (Ed.D.)
The Impact of Montessori Practices
Available from: ProQuest Dissertations and Theses
Abstract/Notes: This mixed methods study examined the impact of School Y’s Montessori approach on their students’ academic achievement, perceptions of executive functioning skills, and the school’s culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y’s Montessori approach on students’ executive functioning were examined. The stakeholders’ perceptions of School Y’s culture were also identified. There were three main findings of the study: 1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, 2) executive functioning skills were attributed to student success, and 3) cultural practices included individual instruction, mastery, real-life learning, positive discipline, peace education, a strong sense of community, parent education and support, mindfulness in the classroom, and an emphasis on environment. Additional findings showed the NCE results of both the Stanford and the OLSAT were above grade level expectations across all grade levels and subjects. These results could be an indication that the Montessori approach used by School Y was preparing the students for success in the subjects assessed. The findings were inconclusive because there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT. However, their results were above grade level expectations across all grade levels and subjects.
Published: Nashville, Tennessee, 2017
Doctoral Dissertation (Ed.D.)
Strategies to Support Classroom Integration Among New Elementary Montessori Students: Qualitative Case Study
Available from: ProQuest Dissertations and Theses
Abstract/Notes: Elementary students transferring from traditional education classrooms to a Montessori school lack executive function skills (EFS) and struggle with academic performance and disrupt classes. The specific problem is the lack of strategies and support from school administrators to address an overwhelming number of new elementary Montessori students needing EFS improvement. The purpose of this qualitative exploratory case study was to explore teachers' and school administrators' perceptions of strategies to support teachers regarding EFS development among new Montessori students in grades first through sixth in a single Southwestern Montessori school. The theoretical framework was primarily Vygotsky's social constructionism. The research question involved: What are teachers' and school administrators' perceptions regarding strategies used to support teachers in developing EFS among new Montessori students in grades first through sixth in a Southwestern Montessori school? The sample included four administrators, eight classroom teachers, and four student support teachers. Individual semi-structured interviews were conducted, and 2 focus groups were employed: 1 for administrators, and a separate 1 for teachers/support personnel. Findings indicated the need for improved vetting of potential students during the admission process, additional classroom resources, and improvements to the parental education module. Future research is needed to explore the potential for an issue-based strategic planning model to foster collaboration between school administration and teachers.
Published: Phoenix, Arizona, 2023
Islamic Religious Education in Montessori Preschool
Available from: European Union Digital Library
International Graduate Conference in Islam and Interdisciplinary Studies (IGCIIS)
Abstract/Notes: This research is based on the importance of developing Islamic Montessori model for religious education learning in Montessori Preschool. The aim of this research is to analyze Islamic religious Education in Montessori Preschool. This article is a preliminary research and development study that orch
Published: Matarma, Lombok, Indonesia (Oct 19-20, 2022): EAI, May 26, 2023
Pages: 9 p.
Implementation of Early Childhood Learning with the Montessory Method in TK IT Cendikia Purwakarta
Available from: State Islamic University of Prof. K. H. Saifuddin Zuhri
Publication: International Journal of Early Childhood Community Learning, vol. 1, no. 1
Abstract/Notes: Montessori is a teacher's method in facilitating students to explore their abilities and environment. Children are given the freedom to recognize their respective potentials by practicing at will and promoting independence in learning. The purpose of this study was to determine the application of learning with the Montessori Method in TK IT Cendikia and to find out the things supporting and inhibiting the Montessori method. The research method uses descriptive qualitative data collection through interviews, observation and documentation. The results of the study indicate that the implementation of the Montessori method in TK IT Cendikia has been carried out properly starting from planning with the design of the Daily Program (RPPH), Weekly Program (RPPM), Semester Program (PROMES) and Annual Program (PROTA), implementation of learning using the Montesssori method. , and evaluation of learning. The implementation of the Montessori method in Cendikia IT Kindergarten shows a fairly good implementation which is marked by the development of cognitive, affective, and psychomotor aspects of children
Psychology within Montessori pedagogy – theory and practice
Available from: dLibra
Publication: Pedagogika, vol. 27, no. 2
Abstract/Notes: In this paper titled Psychology within Montessori pedagogy – theory and practice the authors elaborate a current topic of access to upbringing and education, a theme that encompasses both psychology and pedagogy. Based on her experience as an assistant professor on the subject Educational anthropology and her experience as a pedagogue at a private preschool, which follows a Montessori approach, author Topic provides a theoretical approach to upbringing and education in the educational sector in the city of Mostar. Despite it being a review of a single city, the patterns and behaviors observed can be found in any other place or a city.By nurturing an individual approach to each child and taking into account their needs, children are encouraged to study by themselves, therefore allowing and supporting them to develop self confidence and self actualization. The example given is taken from a kindergarten provides an overview of practices which encourage the child towards healthy growth and development into a confident young people who will be able to form and make good choices in life.Through practical psychology, author Colak, provides us with an answer to the question why is all that important. Through her experiences in work with young people who suffer from consequences of, among other things, an inadequate approach to upbringing and education in their younger age.And to answer why this is important, psychology might have some cues. Author Čolak from her work experience with young people at Psychiatry Clinic in Mostar considers consequences that (according to literature, theory and practice) have some causes in upbringing approach at an earlier age and which behaviors were/are reinforced through evaluation systems and early messages from adults. Working with young people, author Čolak presents case study of female student with extremely low self-esteem and extremely high perfectionism in cognitive-behavioral therapy process. We discuss how and why those are so immensely pathologically connected. Some risk factors (following bio-psycho-social model of illness/wellness) are connected with psychological and social context. Thus, by educating parents and educators so we may have chance to improve mental health of children and later adults.As a conclusion, co-operation and multidisciplinary approach is suggested. Education, psychotherapy and prevention have much in common. Montessori approach is not the only one which deals with it, but in its foundations holds the bases to help us to react in time, both as a profession and as humans too. / W artykule niniejszym autorki odnoszą się do aktualnego problemu dostępu do wychowania i kształcenia, obejmującego zarówno psychologię, jak i pedagogikę. Opierając się na swoim doświadczeniu w zakresie antropologii edukacyjnej oraz jako pedagoga w prywatnym przedszkolu pracującym w oparciu o podejście M. Montessori, Kristina Topić zapewnia teoretyczne podejście do wychowania i edukacji w sektorze edukacyjnym w Mostarze (Bośnia i Hercegowina). Pomimo tego, że tekst dotyczy jednego miasta, zaobserwowane wzorce i zachowania można znaleźć w każdym innym miejscu. Pielęgnując indywidualne podejście do każdego dziecka i biorąc pod uwagę jego potrzeby, zachęca się je do samodzielnego uczenia się, umożliwiając i wspierając w rozwijaniu pewności siebie i samorealizacji. Podany przykład, pochodzący z przedszkola, zawiera przegląd praktyk, które zachęcają dziecko do prawidłowego rozwoju, aby stać się ludźmi, którzy będą w stanie tworzyć i dokonywać dobrych wyborów w życiu. Poprzez psychologię praktyczną, Iva Čolak, formułuje odpowiedź na pytanie, dlaczego wskazane wyżej praktyki są tak ważne. Poprzez swoje doświadczenia w pracy z młodymi ludźmi, którzy cierpią z powodu popełnianych błędów w wychowaniu i kształceniu. W celu odpowiedzi, dlaczego indywidualizacja podejścia, samodzielność w uczeniu się i wspieranie w rozwoju są ważne, psychologia może dostarczyć pewnych interpretacji. Iva Čolak z perspektywy swojego doświadczenia w pracy z młodzieżą w Klinice Psychiatrii w Mostarze rozważa konsekwencje, które (zgodnie z teorią i praktyką) mają pewne przyczyny w podejściu do wychowania młodych ludzi oraz w zachowaniach, które zostały (bądź są) wzmacniane poprzez systemy oceniania i wczesne informacje zwrotne od dorosłych. Pracując z młodzieżą, przedstawia ona case study studentki o skrajnie niskiej samoocenie i niezwykle wysokim perfekcjonizmie będących przedmiotem terapii poznawczo-behawioralnej. Omówione zostało, jak i dlaczego te zjawiska są powiązane. Niektóre czynniki ryzyka (zgodnie z biopsychospołecznym modelem choroby / dobrego samopoczucia) są powiązane z kontekstem psychologicznym i społecznym. W ten sposób, poprzez edukację rodziców i wychowawców, możemy mieć szansę na poprawę zdrowia psychicznego dzieci i dorosłych. Podsumowując, Autorki sugerują współpracę i interdyscyplinarne podejście. Edukacja, psychoterapia i profilaktyka mają ze sobą wiele wspólnego. Podejście Montessori nie jest jedynym, które zajmuje się relacjami między tymi pojęciami, ale w jego fundamentach znajdują się podstawy, które pomagają reagować na czas.
The relationship between spatial form of interior learning space and children behavior
Available from: AIP Conference Proceedings
Publication: AIP Conference Proceedings, vol. 2560, no. 1
Date: May 22, 2023
Pages: Article 020020
Abstract/Notes: Schools as a microsystem are a critical part of a child’s life at every stage of development. School building research demonstrates that attributes of the facility are linked to critical student outcomes (Maxwell, 2018a). Kindergarten space is one of the key interiors where children spend most of their time out of their homes. Children need a physical environment presenting rich opportunities where they can discover experiences, and stimulate their senses (Yalçın, 2017). This research is generated from the question for the interior design of the earning environment affects the children’s development. To be more precise, which elements affect children’s cognitive development. The theories that dealt with this idea clarified disconnected analysis which produces a knowledge gap. The problem statement of the research is represented by the lack of knowledge that is concerned with the effect of spatial forms in the learning environment on cognitive development. The study came up of researching the characteristics and role of spatial form, including identifying key factors from spatial forms and their visual perception, in creating the physical environment of classroom interior space in-depth to analyze its influence on childrchildren’stive development from 3 to 5 years ago. Document analysis has been applied as the main method of this study. from seven preschools (three Montessori preschools, one Reggio Emilia preschool, one Pikler preschool, and others (Audrey Migliani, 2020, 2021). The designs will be analyzed and summarized to analyze spatial forms which are selected by architects and designers in designing preschool spaces as well as their influences on children’s behavior. Finally, the result of this study could provide educators and designers with significant insight to design priorities of the physical classroom environment of early children space.
Nature-Based Education in the Light of Montessori Philosophy: Meaning, Principles and Practices
Available from: European Journal of Alternative Education Studies
Publication: European Journal of Alternative Education Studies, vol. 8, no. 1
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Nature education
Abstract/Notes: The subject of the article is the role of nature in learning as an essential part of the Montessori Philosophy in early childhood education. This article highlights the use of nature-based activities within Montessori’s pedagogical perspective for including content about the natural world in early childhood settings. In this paper, it is aimed to increase the awareness of learning through nature on child development and to disseminate nature-based practices used in line with the Montessori approach in preschools. Firstly, the role of nature as an educational tool is described, followed by an understanding of nature pedagogy and its educational value according to Maria Montessori. Additionally, the article reviews the implementation of nature-based learning activities as an integral part of the educational work in Montessori schools. In this educational stream, nature-related work stands as the main methodical means for early childhood education and supporting the development of children. Nature in itself serves as a kind of special resonance and restorative effect that can help children understand the world and impart meaning to their lives. Subsequently, recommendations for nature-based practices that can be applied in preschools were presented in light of the Montessori philosophy. Article visualizations:
Eksistesialisme Menurut Maria Montessori Dalam Pendidikan Anak Usia Dini [Existentialism According to Maria Montessori in Early Childhood Education]
Available from: Universitas Nahdlatul Ulama Purwokerto (Indonesia)
Publication: Jurnal Tumbuh Kembang Anak Usia Dini [Journal of Early Childhood Development], vol. 1, no. 1
Early childhood care and education, Early childhood education, Existentialism, Maria Montessori - Philosophy, Montessori method of education
Abstract/Notes: Little humans have great potential, develop optimally by involving teachers, parents and children. Teachers and parents contribute to early childhood education (PAUD) services applying various lessons and curricula according to their basis. In this study, it examines the idea of existentialism according to Maria Montessori in Early Childhood Education. This study used a library research method which refers to the data sources on Montessori existentialism in early childhood education. Research is empirical and theoretical by examining theories on objects and phenomena that are the focus of research from rational expressions of ideas. The results of the study describe the thoughts of children that have an impact on the training of daily life skills, sensory training, and children's language development. then in the concept of PAUD existentialism according to Maria Montessori emphasizes learning and curriculum through children's experiences that naturally involve the roles of teachers, students, and parents. The impact of Montessori existentialist thinking is respect for the child, the mind that absorbs the child, and the environment that is ready. This has an impact on the substance of Montessori-based existentialism.
Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 49
Asia, East Asia, Inclusive education, Japan, Montessori method of education
Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Barriers Contributing to the Minimal Participation of African American Parents in Their Children's Schools: A Qualitative Case Study of African American Parent Involvement in an Urban K–8 Elementary School in Minnesota
Available from: ProQuest Dissertations and Theses
African American community, African Americans, Americas, Early childhood care and education - Parent participation, Early childhood education - Parent participation, Montessori method of education, Montessori schools, North America, Parent participation, Parent-teacher relationships, United States of America
Abstract/Notes: This research is a case study of African American parent involvement at a urban Montessori school in Minnesota. African American parents at this school have had limited involvement in conferences, PTSO meetings, school activities, and on the Site-Based Leadership Team. An examination of the literature was made to investigate the influences on African American parents when they make decisions about their parental involvement. This research covered the historical background, theoretical background, implications, racial barriers, and strategies that increased African American parent involvement. An ethnography was designed to gather data from 9 mothers of African American students. These parents provided information about their backgrounds and their experiences with the school. Staff at the school (6) were interviewed as to their experiences with African American parent involvement. The results of the study offer findings on attitudes, perceptions, needs and ideas for improving African American parent involvement at any school.
Published: St. Paul, Minnesota, 2000
What American Montessori Can Offer American Education and How Montessori Theory Fares in the Light of American Research
Published: [Illinois]: Illinois Montessori Society, 1963
Nurturing the Child's Spirit through Literature: An African-American Resource Guide
Publication: The National Montessori Reporter, vol. 29, no. 1
Doctoral Dissertation (Ph.D.)
Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools
Available from: American Montessori Society
African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America
Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.
Published: Charlotte, North Carolina, 2016
Reading and Math Achievement for African American Lower Elementary Students in Public Montessori Programs
Available from: National Center for Montessori in the Public Sector (NCMPS)
Academic achievement, African American community, African Americans, Americas, Arithmetic - Achievement, Early childhood care and education, Early childhood education, Lower elementary, Mathematics - Achievement, Montessori method of education, North America, Public Montessori
Abstract/Notes: As Montessori programs in public schools expand, Montessori education is becoming available to a more diverse population of American students than ever before. Students of color have a significant presence in public Montessori schools; over a quarter of students in whole-school public Montessori programs are African American. As these programs grow, researchers have increasingly directed their attention to demonstrating that Montessori works in public schools; however, few studies have examined outcomes for African American students at the lower elementary level, when critical reading and math skills are being established. This study sought to answer the question, how effectively does Montessori instruction promote achievement for African American third grade students in reading and math, compared to similar traditional schools and other public school choice programs?
Published: Washington, D.C., 2016
Immersion and Identity: Experiences of an African American Preschool Child
Available from: International Journal of Multicultural Education
Publication: International Journal of Multicultural Education, vol. 12, no. 2
African American community, African Americans, Americas, Bilingualism, North America, United States of America
Abstract/Notes: This article explores the benefits and challenges of a Spanish language immersion preschool from the perspective of a non-Spanish speaking African American family. Data explored include the decision to enroll, reactions from peers and family, home-school communication issues, language development, and family involvement. In addition, recommendations for families considering this bilingual option are considered. The primary data used for this article come from 127 journal entries written by the mother of the child from the beginning of the preschool admissions process until the end of preschool.
A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools
Available from: JSTOR
Publication: Journal of Negro Education, vol. 86, no. 4
Academic achievement, African American community, African Americans, Americas, Comparative education, Lower elementary, Mathematics - Academic achievement, Montessori method of education - Evaluation, North America, Reading - Academic achievement, United States of America
Abstract/Notes: Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students.
ISSN: 0022-2984, 2167-6437
Predominantly Black Institutions and Public Montessori Schools: Reclaiming the “Genius” in African American Children
Available from: De Gruyter
Publication: Multicultural Learning and Teaching, vol. 13, no. 1
Pages: Article 20170007
Abstract/Notes: There are more than 22,000 Montessori schools in over 100 countries worldwide. Beginning in the 1950s the American Montessori movement was primarily a private pre-school movement. There are more than 5,000 schools in the United States; over 500 of these are public. Montessori schools are an increasingly popular choice in the U.S. for public school districts looking to improve their educational outcomes. Predominantly Black Institutions (PBIs) can play a pivotal role by integrating Montessori education within their teacher preparation programs. As the demand for Montessori education increases there will be a need for more highly-qualified, culturally and linguistically diverse teachers who have the appropriate credentials and can implement the Montessori approach. Scientific research confirms that children who attend Montessori schools are advantaged academically, socially and emotionally. Communities such as Milwaukee and Chicago are now implementing Montessori education through public schools as part of school reform efforts making the educational approach more accessible to African American children.
Gli Erdkinder in California: alla scoperta dell'adolescente in una farm-school americana [The Erdkinder in California: discovering the teenager in an American farm-school]
Book Title: Montessori: Perché No? Una Pedagogia per la Crescita
Americas, Erdkinder, North America, United States of America
Published: Milano: Franco Angeli, 2000
Teaching to Be American: The Quest for Integrating the Italian-American Child
Available from: Taylor and Francis Online
Publication: History of Education, vol. 44, no. 5
Abstract/Notes: In the early years of the twentieth century, the great structural, social and cultural changes in American society included a growing number of immigrants arriving from the poorest regions of Europe. For the first time, the issues of immigration, assimilation and social integration became the most important problems facing American society. In the optimistic climate of the so-called progressive era, social reformers thought that these problems could be solved by the science of pedagogy, as applied to the educational needs of foreign immigrants. This essay centres on the pedagogical efforts of Italian-American educator Angelo Patri, who attempted to integrate Italian-American children into the fabric of American society through education. It starts by assessing Patri’s early writings, such as A Schoolmaster of the Great City, and his private and professional papers. In doing so, his work is situated in the debate on progressive education alongside pedagogue Maria Montessori, demonstrating his central role in the debate on integration through education. Within this analysis, particular attention is paid to the notion of learning by doing, and it is argued that both educators were influenced by this particular aspect of progressive education.
ISSN: 0046-760X, 1464-5130