Publication: Vita dell'Infanzia (Opera Nazionale Montessori),
vol. 25, no. 7
Date: Apr 1976
Pages: 16-17
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Language: Italian
ISSN: 0042-7241
Blog Post
Respect, empathy, and nonviolent communication: a look into Montessori teaching
McKenna Kilayko
(Author)
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Abstract/Notes: Elly McCarthy is a teacher at Pacific Crest School, a Montessori school in Ballard. RadioActive’s McKenna Kilayko talked with Elly about practicing empathy-based communication and interaction in the classroom.
Language:
en
Published: 2023-03-21T11:39:37.000-07:00
Doctoral Dissertation (Ph.D.)
Teacher and Director Beliefs About Their Simultaneous Implementation of the Montessori Method and Quebec’s Educational Programme
Abstract/Notes: Teachers and directors of early childhood education and care (ECEC) centres in Quebec have to conform to provincial guidelines when implementing their educational programme. Those in centres that identify as Montessori are simultaneously faced with the sometimes-conflicting directives of the Montessori method and Ministry guidelines. This dissertation responds to the dilemma of facing such a dual frame of reference. I report the results of an investigation which explores the beliefs and reflections on the experiences of teachers and directors in four ECEC centres that identify as Montessori in the province of Quebec. Based on a review of the literature, I designed a mixed method project with two related studies. Study 1 was a questionnaire targeted towards Ministry-recognized centres in the province of Quebec that identify as Montessori. Results from this initial study helped to paint the current landscape with data collected from 25 Montessori-inspired centres in the province, and also provided a source for recruitment of potential participants for Study 2. The second study was a deeper investigation, which used a qualitative design to explore the beliefs of teachers and directors from four individual centres that identified as Montessori. The study explored teacher and director beliefs about their implementation of the Montessori method and of Quebec’s educational programme. This was pursued through the use of questionnaires, interviews, and document reviews that provided rich descriptions of the phenomenon under study. Thematic analysis of the data led to five core themes, which emerged inductively from facing the dual frame of reference, namely: each child is unique, pedagogical approaches promoting children’s learning and development, teacher’s role in promoting children’s learning and development, parent’s role in promoting children’s learning and development, and challenges faced in promoting children’s potential. However, besides the noted similarities in beliefs, variations and contradictions also appeared. The results indicate that distinctions in beliefs - both among participants and within centres - emerged particularly around the notions of free play, pretense, creativity, and parental involvement. On this basis, further research is recommended to explore the effects of such suggested inconsistencies in Montessori programme implementation on both practical and scholarly platforms.
Language: English
Published: Montreal, Quebec, Canada, 2022
Doctoral Dissertation (Ph.D.)
Technology in the Montessori Adolescent Environment
Abstract/Notes: Prior to this qualitative descriptive study, it was not known how Montessori teachers of adolescents describe using technology and its influence on thematic learning and student citizenship in the United States. The Montessori adolescent learning theory does not address technology use, but educational technology is now ubiquitous. Using interviews, a focus group, a questionnaire, and classroom artifacts, the researcher thematically analyzed data from 11 participants and found ten themes (Theme number in parenthesis) which indicated Montessori teachers use technology with their adolescent students to inspire citizenship by using technology (1) to teach life lessons, (2) in their microeconomy program, and (3) in service learning; in thematic learning (4) with individual students, (5) with groups of students, and (6) to support the teaching of non-technology lessons; yet (7) teachers struggle to balance technology use and the Montessori emphasis on work of the hand, especially given the lack of guidance from AMI and AMS on how to incorporate technology into the adolescent environment. Teachers rely upon their (8) cultivated relationships with students and the strong Montessori adolescent community to mitigate the dangers of communicating online and by being aware of student mental health. This research found (9) the Covid pandemic response meant cancellations, changes, and modifications to traditional activities. This research found (10) technology can be used in the Montessori adolescent environment to foster interested, engaged students working creatively to produce outstanding work that leads to a sense of valorization for the student.
Language: English
Published: Phoenix, Arizona, 2021
Article
✓ Peer Reviewed
Schooling on the Margins: The Problems and Possibilities of Montessori Schools in Australia
Abstract/Notes: Often considered dumping grounds for those who cannot function in mainstream schools, alternative education providers are seen as outliers in the provision of schooling. With schools as relatively stable workplaces, alternative education provision makes for a rich laboratory to further our understanding of the causal impact of schooling on a range of outcomes. They are naturally occurring experiments in schooling through interventions in instruction, curriculum and student cohort. Montessori school-based education in Australia is one such case. Experiencing a 31% growth in enrolments since 2009, they offer useful insights for different measures of education. A pre-requisite to such insights is a situational analysis of current provision. Drawing on an interview-based study with 20 Montessori school leaders, this investigation identified three problems and possibilities for schools working on the margins: i) clarity about what is their distinctive form of education; ii) building the collective; and iii) evidencing quality of provision.
The Change Is in Me. The Transformation of Adults to the Role of the Montessori Guide. Qualitative - Biographical Research Study / Zmiana jest we mnie. Transformacja dorosłych do roli przewodnika Montessori. Raport z badania jakościowo – biograficznego
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice,
vol. 18, no. 1 (no. 68)
Date: 2023
Pages: 65-78
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Abstract/Notes: Artykuł stanowi sprawozdanie z badania jakościowo – biograficznego zrealizowanego wśród dwóch grup uczestników biorących udział w kursach Montessori. Podstawowym celem badania była analiza znaczeń nadawanych zmianie. Pytanie badawcze sformułowano następująco: Jak uczestnicy kursu Montessori (6-12) tematyzują swój proces transformacji? Artykuł podejmuje kwestię zmiany edukacyjnej w kontekście wiedzy milczącej oraz teorii osobistych a następnie opisuje procedurę gromadzenia i analizy danych z dwudziestu pięciu pogłębionych, jakościowych wywiadów indywidualnych, które następnie poddano analizie zgodnie z opisanymi przez Kvale siedmioma krokami. W rezultacie analiz udało się zidentyfikować i opisać dwie główne kategorie: radykalną transformację oraz korektę biograficzną. W końcowej części artykułu autor, w kontekście zebranego materiału zwraca uwagę na ograniczone możliwości narzucania zmiany w edukacji i – podążając za głosami uczestników badania rekomenduje pożądane warunki do zaistnienia potencjalnych zmian: tworzenie nauczycielom warunków wolności do podejmowania decyzji i tworzenia autorskich rozwiązań dydaktycznych, demokratyzacja sfery związanej z edukacją oraz wspieranie poczucia godności wśród nauczycieli.
Abstract/Notes: This article discusses participative action research performed by a network consisting of researchers and student-teachers of a University of Applied Sciences and teachers and pupils of four primary schools in the Netherlands. The research took place in the context of the research group ‘Behaviour and Research in the Educational Praxis’. The primary schools focused on inclusive education in order to allow children with special educational needs to participate in mainstream schools. The central idea of the research project was to integrate the insiders’ perspective of the teachers with the outsiders’ perspective of the university researchers. Therefore, the research project combined process and content goals. The research lasted from September 2008 to June 2010, and consisted of five different stages: orientation, general and specific exploration, reconstruction and overall analysis. This article describes the goals and results of each of these stages. The article concludes with a final discussion on the main findings. An important result included a nuanced view of teachers on their power position in the classroom. Teachers facilitated children to increase their own responsibility for their behaviour and their interaction with their classmates and the teacher. This seemed to provide a basis for a more organic order in the classroom, which was less dependent on the interventions of the teacher.
Abstract/Notes: Presents a quantitative analysis of communication networks in multiage classrooms (consisting of 4- to 7-year-olds) to determine if: (1) pupils interact with peers across age groups; (2) the pupil/teacher interaction is dispersed across age groups; and (3) certain learning centers are more conducive to interaction across age groups than others. (ED)
Carla Caudill
(Author)
, Association Montessori Internationale of the United States (AMI/USA) (Editor)
Book Title: The Relevance of Montessori Today: Meeting Human Needs-Principles to Practice: Proceeding of the AMI/USA National Conference, Bellevue, Washington, July 25-26, 1996
