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Article

The New CIMLA Website is Up and Running [Centro de Informacion Montessori de las Americas]

Publication: El Boletin [Consejo Interamericano Montessori]

Pages: 3

Centro de Informacion Montessori de las Americas (CIMLA) - History, Consejo Interamericano Montessori - History, Consejo Interamericano Montessori - Periodicals

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Language: English

Book Section

The Rise and Fall of Anne George as America’s Premier Montessori Educator

Available from: Springer Link

Book Title: America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle

Pages: 101-143

Americas, Anne E. George - Biographic sources, North America, United States of America

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Abstract/Notes: Anne E. George, the first American trained as a directress by Montessori in 1910, is significant as the paramount Montessori educator in the United States from 1910 to 1915. George, who established the first American Montessori school in Tarrytown, New York in 1911, was also the English-language translator of Montessori’s book, The Montessori Method (1912). Alexander Graham Bell and his wife, Mabel, intent on promoting Montessori education, established the national Montessori Educational Association, with George as its Director of Research. George was also the headmistress of the Montessori schools supported by the Bells in Washington, DC. In addition, George was Montessori’s aide and translator during her extensive lecture tour in 1913. Montessori’s relationship with George deteriorated. Montessori revoked Anne George’s credentials as a Montessori directress in 1915. The ever-loyal George, who strived to replicate the Montessori Method in American private schools, and, once, the premier American Montessori educator, was discredited by her mentor. After her marriage in 1919, George never returned to the field of education.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54835-3

Series: Historical Studies in Education

Book

America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst, and Adelia Pyle

Available from: Springer Link

Adelia Pyle - Biographic sources, Americas, Anne E. George - Biographic sources, Helen Parkhurst - Biographic sources, Margaret Naumburg - Biographic sources, Maria Montessori - Biographic sources, Montessori method of education, Montessori schools, North America, United States of America

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Abstract/Notes: This book traces the early history of the Montessori movement in the United States through the lives and careers of four key American women: Anne George, Margaret Naumburg, Helen Parkhurst, and Adelia Pyle. Caught up in the Montessori craze sweeping the United States in the Progressive era, each played a significant role in the initial transference of Montessori education to America and its implementation from 1910 to 1920. Despite the continuing international recognition of Maria Montessori and the presence of Montessori schools world-wide, Montessori receives only cursory mention in the history of education, especially by recognized historians in the field and in courses in professional education and teacher preparation. The authors, in seeking to fill this historical void, integrate institutional history with analysis of the interplay and tensions between these four women to tell this educational story in an interesting—and often dramatic—way.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54834-6

Series: Historical Studies in Education

Article

We Are Still Here: Learning About Indigenous Peoples of the Americas

Publication: Montessori Life, vol. 14, no. 4

Pages: 32–35

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Language: English

ISSN: 1054-0040

Article

AMI Teacher Nominated for Who's Who Among America's Teachers [Suzanne Damadio]

Publication: AMI/USA News, vol. 17, no. 2

Pages: 3

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Language: English

Book

Multiage Classrooms: The Ungrading of America's Schools, The Multiage Resource Book

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Abstract/Notes: This resource book contains a variety of information on multiage practice, and instruction in mixed-age and grade-level classrooms. The first two parts of the book contain 24 reprinted articles: (1) "Ready To Learn: A Seven-Step Strategy"; (2) "On Tracking and Individual Differences: A Conversation with Jeannie Oakes"; (3) "Multiage Grouping"; (4) "Multiage Classrooms: Children Learning at Their Own Speed"; (5) "Multi-Age Programs in Primary Grades"; (6) "Multiage: Why It's Needed"; (7) "Questions and Answers about Multiage Programs"; (8) "The Whys and Hows of the Multi-Age Classroom"; (9) "Off the Track: Children Thrive in Ungraded Primary Schools"; (10) "Multi-Age Classrooms: Option to an Outdated System"; (11) "When Your Principal Asks: What Can I Expect To See in Multi-Age Classrooms?"; (12) "The Country School Comes to Town: A Case Study of Multiage Grouping and Teaching"; (13) "The Gift of Time"; (14) "Ungraded Primaries Begin To Take Over in Kentucky"; (15) "Warm Up to

Language: English

Published: Peterborough, New Hampshire: Society for Developmental Education, 1993

ISBN: 0-9627389-6-4

Article

Helen Parkhurst: America's Pioneer Montessorian

Publication: Montessori Leadership

Pages: 22–25

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Language: English

Article

America’s Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst, and Adelia Pyle [book review]

Available from: Taylor and Francis Online

Publication: Educational Review, vol. 73, no. 5

Pages: 664-666

Book reviews, Montessori method of education - History

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Language: English

DOI: 10.1080/00131911.2021.1887559

ISSN: 0013-1911

Article

America’s Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle [book review]

Available from: Taylor and Francis Online

Publication: History of Education

Pages: 1-3

Book reviews, Montessori method of education - History

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Language: English

DOI: 10.1080/0046760X.2021.1998655

ISSN: 0046-760X

Article

Arquitetura Vernácula e Sustentabilidade Arquitetura Montessoriana e Características Vernaculares Brasileiras [Vernacular Architecture and Sustainability Montessorian Architecture and Brazilian Vernacular Characteristics]

Available from: Brazilian Journals

Publication: Brazilian Journal of Development, vol. 6, no. 1

Pages: 2076-2083

Americas, Architecture, Brazil, Latin America and the Caribbean, South America, Sustainability

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Abstract/Notes: O presente trabalho tem como objetivo fazer a análise das possibilidades que a arquitetura vernacular, em suas relações com materiais, espaços e inserção cultural, traz para o aprendizado dentro de uma perspectiva montessoriana. Analisando as premissas educacionais propostas pela médica Maria Montessori para um ambiente de escolas infantis, procura-se estabelecer uma relação entre o valor que é dado para o ambiente preparado para a evolução e aprendizado individual de cada aluno, com a cultura, a sustentabilidade e utilização de materiais ligados à arquitetura vernacular. Neste sentido, a partir de uma pesquisa da literatura referente à interação do indivíduo com o edifício e com a arquitetura vernacular brasileira, procurou-se identificar a relação existente entre as características do aprendizado montessoriano e os materiais e técnicas aplicados em edifícios com arquitetura ou recursos vernaculares. A partir da pesquisa é possível vislumbrar os benefícios que um incentivo de utilização de técnicas e materiais utilizados na arquitetura vernacular podem trazer em termos de potencial para promover o aprendizado, considerando as premissas montessorianas. [The present work aims to analyze the possibilities that vernacular architecture, in its relations with materials, spaces and cultural insertion, brings to learning within a Montessori perspective. Analyzing the educational premises proposed by the doctor Maria Montessori for an environment of nursery schools, we seek to establish a relationship between the value that is given to the environment prepared for the evolution and individual learning of each student, with culture, sustainability and use of materials linked to vernacular architecture. In this sense, from a literature search regarding the interaction of the individual with the building and with Brazilian vernacular architecture, we sought to identify the relationship between the characteristics of Montessori learning and the materials and techniques applied in buildings with vernacular architecture or vernacular resources. From the research it is possible to glimpse the benefits that an incentive to use techniques and materials used in vernacular architecture can bring in terms of potential to promote learning, considering the Montessori premises.]

Language: Portuguese

DOI: 10.34117/bjdv6n1-149

ISSN: 2525-8761

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