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Research Report (Master's)
Educators on Social Media: A Look Into What Montessori Teachers and Other Educators Believe About Intrinsic Motivation and Rewards
Available from: American Montessori Society
Intrinsic motivation, Montessori method of education - Teachers, Social media in education, Teachers
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Language: English
Published: Cincinnati, Ohio, 2013
Article
'Products of New Education' Appear Before Educators in Bay City Conference
Available from: California Digital Newspaper Collection
Publication: Los Angeles Herald (Los Angeles, California)
Date: Aug 21, 1915
Pages: 1
Americas, Maria Montessori - Biographic sources, Montessori schools, North America, United States of America
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Language: English
Book
Educatia Nouá: Indrumári Pentru Párinti si Educatori [New Education: Guidelines for Parents and Educators]
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Language: Romanian
Published: [Bucharest, Romania]: Cultura Românescá, 1930
Book
Modern European Educators and Their Work
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Language: English
Published: New York, New York: Prentice-Hall, 1934
Book
The Doctrines of the Great Educators
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Language: English
Published: London, England: MacMillan & Co., 1918
Book
The Doctrines of the Great Educators
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Language: English
Published: London, England: MacMillan & Co., 1954
Edition: 2. ed
Article
Parents as Moral Educators
Publication: NAMTA Journal, vol. 31, no. 2
Date: 2006
Pages: 35–47
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Helping Montessori Educators Reach All Kinds of Minds
Publication: NAMTA Journal, vol. 34, no. 2
Date: 2009
Pages: 233–236
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Doctoral Dissertation (Ph.D.)
Culturally Congruent Education and the Montessori Model: Perspectives from Hawaiian Culture-based Educators
Available from: American Montessori Society
Americas, Culturally responsive teaching, Indigenous communities, Indigenous peoples, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: The purpose of this study was to investigate why some Hawaiian language and culturebased (HLCB) educators perceived the Montessori approach to be congruent with their goals and values and to determine the salient features of the Montessori approach used by HLCB teachers who received Montessori training. Interviews and focus group discussions were conducted with 40 HLCB participants, including 15 key informants who had at least 180 hours of Montessori training. Data also included classroom and school visits and analyses of school documents. Data analysis revealed six themes and two linkages that related the themes and their elements. Four themes were related to why HLCB educators have perceived the Montessori approach to be congruent with their values and goals. These were (a) similar views regarding their work as a lifestyle, (b) common pedagogical practices, (c) shared values and beliefs as educators, and (d) an overlapping world-view. One theme described the distinctions between the approaches. The final theme included challenges to implementing and maintaining HLCB programs. The findings suggest that researchers and teacher educators interested in culturally congruent education should take into account the underlying world-view of both the research paradigm and the participants involved, and that school reform should be comprehensive, culturally congruent, and generated from within communities and other stakeholders. They also indicate that culturally congruent, place-based education may enhance academic self-efficacy and could serve as a bridge between seemingly disparate educational approaches.
Language: English
Published: Manoa, Hawaii, 2006
Master's Thesis (M.A. In Education)
How Montessori Educators in the US Address Culturally Responsive Teaching
Available from: American Montessori Society
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Abstract/Notes: The purpose of this study was to investigate how Montessori educators in a public school setting in California address the pluralistic nature of their students’ cultural, racial and linguistic backgrounds. The Montessori method of education has been an alternative approach to education used around the world for 100 years. In the U.S., teachers’ backgrounds are often culturally and linguistically different from those of their students. How aware of these differences are Montessori teachers as they use the materials, curriculum, and method of the Montessori approach to education? The participants were six Montessori elementary teachers from the same public school, including the researcher. The participants met weekly for one hour focus group meetings which were audio recorded and transcribed by the researcher. Other data included researcher’s field notes in the form of reflections written after focus group meetings. Data was analyzed for generative themes and are presented here framed in theory from the literature on critical pedagogy and the Montessori method of education.
Language: English
Published: San Francisco, California, 2007