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Interdisciplinary Teaching: A Montessori Approach to University Class Assignments
Available from: IATED Digital Library
15th Annual International Conference of Education, Research and Innovation
Abstract/Notes: The Montessori Method of education was developed by Maria Montessori at the begging of the 20th century. Since then, the educational philosophy has been used worldwide, usually with child from 3 to 12 years. In our ongoing project, we seek to expand this method to university classes. Our final propose is to use non-traditional schooling approach of this philosophy to reinforce students´ engagements and improve their critical thinking. Specifically, in this paper, we propose a quantitative exercise based on the main guidelines of Montessori Method: a thoughtfully prepared and structured (online) environment that promote students´ independency to learn voluntarily. Firstly, we present the Maddison Project Database to student. The Database (open access) contains worldwide information on comparative economic growth and income levels over the very long run, including data on GDP, GDP per capital and population in the time span year 0 to 2018. Secondly, students should choose a country to analyse. Thirdly, during the courses of Economic History, Statistics and Macroeconomics, students would work on the database, through the lens of these different disciplines. Finally, students should write a report on including and mixing information from the difference perspectives.
Published: Seville, Spain: International Academy of Technology, Education and Development (IATED), 2022
Montessori’s Teleological Approach to Education and its Implications / El enfoque teleológico de la educación Montessori y sus implicaciones
Available from: Revista Española de Pedagogía
Publication: Revista Española de Pedagogía, vol. 78, no. 277
Abstract/Notes: Read “Montessori’s teleological approach to education and its implications” from issue N. 277 of the Revista Española de Pedagogía
Language: Spanish, English
ISSN: 0034-9461, 2174-0909
[Montessori Methods in Japan: Its History and Present Phases (Part 1)]
Publication: Seibo jogakuin tanki daigaku jido kyoiku gakka kenkyu kiyo / 聖母女学院短期大学児童教育学科研究紀要 / Bulletin, Seibo Women's Jr. College, Child Education
Master's Thesis (M.A. In Reading, Lanugage And Literacy)
Reading Comprehension Strategy Instruction as Part of a Balanced Literacy Approach in a Montessori Lower Elementary Environment
Available from: California State University - ScholarWorks
Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher's initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the "Lower Elementary" or "Elementary 1" level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.
Published: San Marcos, California, 2022
The Hidden Hinge
Abstract/Notes: One of Maria Montessori's most challenging insights is that once children have been "called out " of their early stage of destructiveness, apathy or chaos they will then be eager to question, to learn and to live fully. Parent and teacher who are alert to this will be ready to find the "hidden hinge" that will help open the door to this new world of unlimited possibilities.
Published: New York, New York: Ballantine Books, 1973
ISBN: 978-0-8190-0074-3 0-8190-0074-4
Metode Umaniste in Predarea Limbilor Straine / Humanistic Methods in Foreign Language Teaching
Available from: Euromentor
Publication: Euromentor, vol. 3, no. 3
Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.
ISSN: 2067-7839, 2247-9376, 2068-780X
Humanistic Methods in Foreign Language Teaching / Metode Umaniste in Predarea Limbilor Straine
Available from: Euromentor
Publication: Euromentor, vol. 3, no. 3
ISSN: 2067-7839, 2247-9376, 2068-780X
Doctoresse Maria Montessori - De l'Enfant à l'Adolescent [book review]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: Études, vol. 83, no. 265
Date: Apr/May/Jun 1950
ISSN: 0014-1941, 2102-5800
Doctoresse Maria Montessori - La Messe vécue pour les Enfants [book review]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: Études, vol. 84, no. 270
Date: Jul/Aug/Sep 1951
ISSN: 0014-1941, 2102-5800
In Memoriam [Eileen Roper Ast, Jane Dutcher, Hannelore Engelman, Dennis Schapiro, Hildegard Solzbacher]
Available from: ProQuest
Publication: Montessori Life, vol. 26, no. 3
Date: Fall 2014
Dennis Schapiro - Biographic sources, Eileen Roper Ast - Biographic sources, Hannelore Engelman - Biographic sources, Hildegard Solzbacher - Biographic sources, Jane Dutcher - Biographic sources, Obituaries
Managing the Use of Resources in Multi-Grade Classrooms
Available from: African Journals Online
Publication: South African Journal of Education, vol. 39, no. 3
Abstract/Notes: This study examined how teachers in multi-grade classrooms manage and use available resources in their classrooms. The study focused on multi-grade classrooms in farm schools in the Free State province of South Africa that cover Grades 1 to 9. The concepts “multi-grade classrooms” and “resources” are explained below. The availability and utilisation of resources in multi-grade classrooms is discussed in some depth. A qualitative research design was used to collect data. Interviews were conducted with 9 teachers who worked in multi-grade classrooms. The data reveals that the availability of resources has improved somewhat in the multi-grade classrooms surveyed; however, textbooks specifically meant for multi-grade classrooms are still lacking. The data also points to several other trends. For example, most multi-grade schools in the sample have insufficient resources. Where available, the resources are either under-utilised or used improperly. Furthermore, it is usually the case that learners are required to share resources across various grades. Moreover, teachers often use their personal resources to get their work done, and in this regard, smartphones play an important part. Finally, the study also reveals that teachers do try to use various types of resources to cater for different learning styles.Keywords: activity centres; classroom organisation; Montessori educational theory; multi-grade classrooms; resource corners; resources
Dr. Montessori Will Lecture for Adults
Available from: NewsBank - San Diego Evening Tribune Historical
Publication: San Diego Evening Tribune (San Diego, California)
Date: Jul 3, 1915
Adelia Pyle - Biographic sources, Americas, Anna Fedeli - Biographic sources, Edith Little - Biographic sources, Helen Little - Biographic sources, Helen Parkhurst - Biographic sources, Maria Montessori - Biographic sources, Mario M. Montessori - Biographic sources, North America, Panama-California Exposition (1915, San Diego, California), United States of America
Abstract/Notes: Includes a list of individuals assisting Montessori with her work in San Diego. Also, reports on a 10-lecture series Montessori provided: "For the benefit of mothers, teachers and all others interested, Dr. Montessori has decided to offer a short course of ten lectures and two demonstrations of the use of the didactic appareatus, to begin Wednesday, July 7th, at 3:30 p.m. in the lecture room, at the normal school. Those interested in this course should make personal application on Monday and Tuesday, between the hours of 2 and 3, in the afternoon, in Dr. Montessori's office at the normal school, where they may learn the nature of the work and the requirements for admission. This short course has been arranged in response to the many requests that have been made for it by persons unable to take the advanced course which was begun in Los Angeles and will be continued in San Diego and, later, in San Francisco, for about four months. The first public address by Dr. Montessori will be given at the exposition on the afternoon of July 12, which has been set aside by the exposition management as 'Education Day.'"
Transgresje w biograficznych doświadczeniach wybitnych pedagogów: Marii Montessori i Janusza Korczaka [Transgressions in the biographical experiences of outstanding educators: Maria Montessori and Janusz Korczak]
Available from: University of Gdańsk
Publication: Podstawy Edukacji [Fundamentals of Education], vol. 10
Abstract/Notes: Transgressions are innovative and creative activities. They allow people to go beyond the limits of their current functioning, thus gaining new areas of activity or creating new values. Motivation specific to transgression is hubristic motivation. The article analyzes the biographical experiences of outstanding pedagogues. – Maria Montessori and Janusz Korczak. Maria Montessori – Italian physician, education system creator and Montessori pedagogy based on the needs of the child. Transcendental biography of Janusz Korczak – doctor, pedagogue, writer, journalist, visionary. Biographies contain different spaces of transgressive activities: personal, professional, social, creative, literary. They concern the concept of education, methods of pedagogical work with the child. The accomplishments of outstanding pedagogues include immutable values.
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
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.
Published: Cham, Switzerland: Palgrave Macmillan, 2020
Series: Historical Studies in Education
Die Montessori-Bestrebungen im Kanton Zürich [Montessori Endeavors in the Canton of Zurich]
Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Annette Güntensperger - Biographic sources, Europe, Hilde Steinemann-Stahli - Biographic sources, Marianna Augsburger-Käser - Biographic sources, Martha Meyer - Biographic sources, Montessori method of education, Montessori schools, Selina Chönz-Meyer - Biographic sources, Switzerland, Western Europe
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
Education as a Peace Project: Maria Montessori and Jane Addams
Publication: MoRE Montessori Research Europe newsletter
Abstract/Notes: MORE Abstracts 2003 In this contribution I wish to draw a parallel between Maria Montessori and a writer who is not well known in Italy: Jane Addams (Chicago 1860-1935), a Nobel Peace Prize winner in 1931, known in America and in the world above all as the founder of the Social Settlement Hull House, a residential social centre where educational and cultural activities were carried out for the inhabitants of a multicultural industrial suburb of Chicago. The parallel between the two writers focuses on their common way of considering the issue of peace, connected to the vital processes of the human being: social and, above all, educational ones. For both thinkers there is a close connection between the free and broad realisation of every individual and the construction of a better world, between means and ends, between education and a fair society, between moral and spiritual development and a real, profound, experience of freedom. Both writers were founders of alternative structures – Hull House and the Children’s Home – where the “users” could have a broader and deeper human experience, addressing a new curiosity to all levels of human life and that shows it has strong moral foundations rather than intellectual ones, as Addams wrote. And as Maria Montessori noted in her Children’s Homes: “we have seen children who completely changed, acquiring the love for things, while the sense of order, discipline and selfcontrol develop in them as an expression of perfect freedom. We have seen them work steadily, enhancing their energies in their work”. For both Maria Montessori and Jane Addams, peace was an essential theme of their reflection and their very lives, which in their later years they mostly devoted to their pacifist commitment. Their idea of peace, which they arrived at by delving deeply within themselves, cannot derive from pacifist propaganda or from mere intellectualist reasons, but can only be the fruit of a series of vital and psychic processes to be built up gradually and “scientifically” through education.
Φύση και αγωγή στη διαδικασία διαμόρφωσης της προσωπικότητας: εξέταση των ιδεών των Ζ.Ζ. Ρουσσώ, Μ. Μοντεσσόρι, Κ. Ρότζερς και Λ. Βυγκότσκι [Nature and education in the process of personality development: an analysis of the ideas of J.J. Rousseau, M. Montessori, C. Rogers and L. Vygotsky]
Available from: Aristotle University of Thessaloniki
Carl Rogers - Biographic sources, Carl Rogers - Philosophy, Child development, Jean-Jacques Rousseau - Biographic sources, Jean-Jacques Rousseau - Philosophy, Lev Vygotsky - Biographic sources, Lev Vygotsky - Philosophy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maturation (Psychology), Student-centered learning
Abstract/Notes: Η παρούσα διατριβή επιχειρεί τη διερεύνηση της διαμόρφωσης της προσωπικότητας υπό το πρίσμα της αλληλεπίδρασης μεταξύ των βιολογικών και των κοινωνικών συνιστωσών της ανάπτυξης του παιδιού, όπως την πραγματεύονται οι θεωρίες του Ζαν-Ζακ Ρουσσώ, της Μαρίας Μοντεσσόρι, του Καρλ Ρότζερς και του Λεβ Βυγκότσκι. Δεδομένου ότι η προσωπικότητα αποτελεί το επίκεντρο κάθε παιδαγωγικής θεωρίας συνιστώντας το ιδεώδες στο οποίο αποσκοπεί η αγωγή, εξετάζονται οι δυνατότητες και οι περιορισμοί της αγωγής όσον αφορά τη διαμόρφωση της προσωπικότητας των παιδιών μέσω της συγκριτικής ανάλυσης της πολιτισμικής-ιστορικής θεωρίας του Λ. Βυγκότσκι και της παιδοκεντρικής παράδοσης, όπως εκφράζεται στις θεωρίες του Ζ.Ζ. Ρουσσώ, της Μ. Μοντεσσόρι και οτου Κ. Ρότζερς. Στο πρώτο κεφάλαιο επιχειρείται η εννοιολόγηση του όρου προσωπικότητα όπως αποτυπώνεται στις κυριότερες θεωρίες προσωπικότητας και στα επόμενα κεφάλαια παρουσιάζονται και εξεταζονται κριτικά οι θεωρίες των τεσσάρων προαναφερθέντων στοχαστών. Τέλος, διατυπώνονται ορισμένα μεθοδολογικά συμπεράσματα σχετικά με τη διαλεκτική αλληλεπίδραση μεταξύ φύσης και αγωγής στη διαδικασία διαμόρφωσης της προσωπικότητας και αναδεικνύεται η συμβολή των τεσσάρων θεωριών που εξετάστηκαν στη διαμόρφωση της παιδαγωγικής σκέψης. Επιπλέον, προσεγγίζεται η έννοια της ολόπλευρα ανεπτυγμένης προσωπικότητας ως σκοπού της αγωγής. [The present thesis aims to study personality development in the light of the interaction between biological and social factors of child development as it is discussed in the theories of Jean-Jacques Rousseau, Maria Montessori, Carl Rogers and Lev Vygotsky. Given the fact that personality development constitutes the centre of every pedagogical theory, being the ideal to which education aims, the potential and the limits of education with regard to the development of children’s personality are examined through the comperative analysis of L. Vygotsky’s cultural-historical theory, and the child-centred tradition as it is presented in the theories of J.J. Rousseau, M. Montessori, and C. Rogers. In the first chapter there is an attempt to conceptually delineate the term personality as it is outlined in the main personality theories, and in the following chapters the theories of the four thinkers mentioned above are presented and critically examined. Finally, some methodological conclusions concerning the dialectical interaction between nature and education in the process of personality development are put forth, and the contribution of the four theories which were investigated in the development of pedagogical thinking is highlighted. Furthermore, the notion of the wholly developed personality as the goal of education is approached.]
Published: Thessaloniki, Greece, 2018
Giuliana Sorge, Luigia Tincani e la diffusione del metodo Montessori / Giuliana Sorge, Luigia Tincani and Dissemination of Montessori Method
Available from: Rivista di Storia dell’Educazione
Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2
Aldo Agazzi - Biographic sources, Europe, Giuliana Sorge - Biographic sources, Italy, Luigia Tincani - Biographic sources, Maria Montessori - Biographic sources, Montessori method of education, Montessori movement, Southern Europe
Abstract/Notes: Giuliana Sorge (1903-1987) was one of Maria Montessori’s closest disciples. Many parts of her life are linked to the alternating vicissitudes of the spread of the Method in Italy. She is personally involved at the time of the breakdown of the relation between Maria Montessori and fascism. We find her in the immediate postwar period engaged in the reconstruction of the Montessori National Institution and in the dissemination of the Method in Italy. To do this, she weaves a network of relations with exponents of the political and ecclesiastical world assisted by the friendship of Luigia Tincani, a Catholic, Montessori’s friend, founder of what will become the Free University Maria SS. Assunta and a religious congregation. This emerges from an unpublished correspondence between these two women, which also contains interesting news relating to the hostility of prof. Aldo Agazzi towards the spread of the Montessori Method.
To Help Montessori Work; Washington Friends Form Chapter of Educational Association
Available from: ProQuest Historical Newspapers
Publication: Washington Post (Washington, D.C.)
Date: Mar 31, 1915
Alexander Graham Bell - Biographic sources, Americas, Anne E. George - Biographic sources, Mabel Bell - Biographic sources, Margaret Woodrow Wilson - Biographic sources, Montessori Educational Association (USA), North America, United States of America