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The Montessori Approach and the Education of the Deaf Preschool-Child: Can This Approach, Based on Intrinsic Motivation and That Prepares the Environment for Intentionality in Learning, Aid Cognitive Development and Therefore General Development?
Language: English, Norwegian
Published: [Oslo, Norway]: Statens spesiallärerhögskole, 1982
Doctoral Dissertation (Ed.D.)
Intuitive and Intentional Change Agentry
Available from: UMASS ScholarWorks
Abstract/Notes: The purpose of this dissertation is the presentation of an experience of "change agentry" deriving from the exposition of four field efforts, in the light of a number of theoretical constructs dealing with change. A social movement, the American Montessori effort, found as its expression the development of a national society, while the ANISA model, a research and development model of educational change transformed a public elementary school in Maine. The culturally accomodated insights of Maria Montessori were translated into public and parochial elementary educational practices in Children's House, Cincinnati Public Schools, and St. Mary’s School, Hamilton, Ohio.
Published: Amherst, Massachusetts, 1977
Intentional Parenting: A Practical Guide to Awareness Integration Theory
Abstract/Notes: In this diverse world, parents and educators around the globe today face new challenges connecting with raising children. The Nigerian Igbo belief ‘It takes a village to raise a child’ can re-emerge as ‘It takes a multi-cultural perspective in the village that raises a child prepared for the culturally integrated world’. This book offers a multi-cultural, multi-disciplinary, and fresh, global perspective on parenting today by delving deep into the cultural, ethnic, and traditional characteristics of parenting, as well as the latest evidence-based scientific research on parenting a healthy child in every developmental stage for this era. Fascinating topics discussed here include connecting to an infant, potty training toddlers, teaching emotional regulation to preschoolers, task management of school-age children, dramatic transitions of tweens, and communicating effectively with an adolescent. Includes a section about Maria Montessori and Montessori education.
Published: Newcastle-upon-Tyne, England: Cambridge Scholars Publishing, 2022
Edition: 1st ed.
Intentional Connections: A Practical Guide to Parent Engagement in Early Childhood and Lower Elementary Classrooms
Abstract/Notes: A must-have book for early childhood and lower elementary teachers! Montessorian Dorothy Harman explains the concept of parent engagement and describes how it creates a mutually beneficial relationship between teacher and parents—one built on open dialogue, trust, deep partnership, and sincere care for the child. From preparing for parent teacher conferences, open houses, field trips and difficult conversations, to enlisting the help of parent volunteers, this book is chock full of practical suggestions and ideas.
Published: [Santa Rosa, California]: Parent Child Press, 2018
Master's Thesis (Action Research Report)
Developing Creative Thinking with Intentional Teaching Practices in Academic Subjects for Early Childhood Classrooms
Available from: St. Catherine University
Abstract/Notes: This action research was conducted in an early childhood Montessori Primary classroom using intentional teaching practices with core curriculum materials to engage students in creative thinking. In the form of questions or suggestions, an open-ended inquiry was given to the ten participants, aged three to six years old, as they worked with Montessori materials in academic areas, including science, math, and language. The research utilized mixed methods of collection in the forms of quantitative and qualitative data and demonstrated successful intervention with a steady increase in work times of the students. A longitudinal study would contribute to this theory and provide further information regarding the increase of student understanding through creative thinking endeavors. This study provided evidence that intentional teaching practices can engage children in creative thinking, problem-solving, and collaborative learning while extending working times with materials, which contribute to a deeper level of comprehension of the direct curricular aims.
Published: St. Paul, Minnesota, 2021
Creating an Intentionally Diverse School
Publication: Public School Montessorian, vol. 22, no. 3
Date: Spring 2010
Intentionally Inclusive: The LGBTQIA+, Gender-Diverse Montessori School
Available from: Montessori Norge
Publication: Montessori Collaborative World Review: The Montessori Roots of Social Justice, vol. 1, no. 1
Doctoral Dissertation (Ph.D.)
Transforming the Transformation: A Post-Intentional Phenomenological Exploration of Montessori Teachers Engaging in Anti-Bias and Anti-Racist Teacher Self-Reflection
Available from: University of Minnesota Libraries
Abstract/Notes: Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a; Malm, 2004), uniting them around a shared knowledge and belief system (Fairclough, 1992, 2003). While a social identity can connect individuals and provide security and purpose, it can also limit beliefs and behaviors by producing a prescribed way of being (Foucault, 2010). Research (e.g., Sumison, 2002) has shown that when teachers are confronted with instances that challenge their teacher identity and social practice (Fairclough, 1992), they may experience dilemmas and uncertainty (Cuban, 1992; Lampert, 1985) that call their self and social identification as a teacher into question. This post-intentional phenomenological study is an attempt to better understand what is produced and provoked (Vagle, 2018) when Montessori teachers engage in anti-bias and anti-racist (ABAR) teacher self-reflection, a critical first step to implementing antiracist teaching practices in an early childhood classroom (Derman-Sparks & Edwards, 2010). Specifically, I explored what is produced and provoked in the Montessori self and social identity as teachers consider ways of being a teacher that possibly differ with the Montessori teacher way of being. Six Montessori early childhood teachers participated in three workshops on ABAR self-reflection which I developed and facilitated over the course of three and a half months. Participant experiences, including my own, and additional phenomenological material (e.g., Montessori's writing, current initiatives in the Montessori social world) offered important insight into the life and evolution of the phenomenon. To guide analysis, I used Jackson and Mazzei's (2012) thinking with theory and Deleuze and Guattari's (1987) notion of the rhizome to conceptualize the life and growth of the phenomenon. Findings revealed elements of the Montessori social identity that provide meaning and purpose for teachers working towards dismantling oppression as well as limitations in the form of a regime of truth (Foucault, 1977/2010) that can challenge the development of a dialogic identity. Implications suggest recommendations for Montessori teacher education programs including strategies of incorporating ABAR reflective practices into Montessori teacher development, reevaluating the words and position of an adored leader for relevance as society evolves, and encouraging social activism by disrupting the notion of objectivity and neutrality in teaching.
Published: Minneapolis, Minnesota, 2018
Montessori: Making a Difference in Aboriginal Communities
Publication: Montessori Insights
The Prepared Adult as the Key to the Montessori Approach for Indigenous Communities of Australia
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2006, no. 1