Quick Search
For faster results please use our Quick Search engine.

Advanced Search

Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.

550 results

Doctoral Dissertation (Ph.D.)

Public Perceptions of Montessori Education

Available from: ProQuest - Dissertations and Theses

Americas, Montessori method of education - Perceptions, North America, Public perception, United States of America

See More

Abstract/Notes: This study provides insight into the American public's perceptions of Montessori education one hundred years after its inception. The study is based on responses from an online survey with 1,520 members of an internet panel which was stratified to reflect the U.S. population based on age, ethnicity, gender, region, and income. The study answered research questions regarding how much the general public knows about Montessori education, perceptions of Montessori education and the attitudes and demographic characteristics that are associated with positive perceptions of Montessori education. The study found high awareness of the term "Montessori," but lower knowledge of the specifics of Montessori education. Generally favorable perceptions of Montessori education were also discovered along with less widespread evidence of commonly reported criticisms. Finally, and not surprisingly, familiarity with Montessori education led to more positive opinions of Montessori education as did stronger beliefs that schools should play a role in children's development beyond academics.

Language: English

Published: Lawrence, Kansas, 2008

Doctoral Dissertation (Ed.D.)

Square Pegs in Round Holes: Montessori Principals' Perceptions of Science Education in Texas Public Schools

Available from: ProQuest - Dissertations and Theses

See More

Abstract/Notes: The purpose of this phenomenological study was to examine the perceptions of Texas public Montessori school principals as instructional leaders in science. Twelve public Montessori school principals were interviewed for this study. Two research questions were used: How do public Montessori principals perceive Texas science standards in public Montessori Elementary classrooms? How do principals view their role as an instructional leader in elementary science related to teachers' effectiveness and student outcomes? Research question one resulted in the following themes: (a) aligning curricula to the Texas Essential Knowledge and Skills (TEKS), (b) engaging science instruction as integrated and hands-on lessons, (c) emphasizing required district and state assessments, and (d) incorporating traditional teaching methodologies to support Montessori instruction. Research question two yielded common themes: (a) balancing Montessori methodologies and philosophies in public school settings with competing demands, (b) monitoring assessment scores as the determination of student success, (c) working in collaboration to support teacher effectiveness, and (d) providing resources and support to teachers. Implications for Montessori practitioners: paradox of Montessori education in a public school setting, strong support for science in classrooms from the principal and a need for continued research around Montessori education in public school settings.

Language: English

Published: Beaumont, Texas, 2013

Doctoral Dissertation (Ed.D.)

Public Montessori Early Childhood Educators’ Perceptions of Psychological Needs Fulfillment

Available from: ProQuest - Dissertations and Theses

Early childhood care and education, Montessori method of education, Public Montessori

See More

Abstract/Notes: As attrition rates of teachers remain a concern and the establishment of Montessori public schools increases in the United States, studying the needs satisfaction of Montessori public school teachers is a way to address issues of retainment. This qualitative methods study used the Self-Determination Theory framework to guide an analysis of factors that impact the levels of autonomy, relatedness, and competence within a public Montessori school teacher’s work environment. This study gave public Montessori teachers an opportunity to share their stories and provide context to the issue of work satisfaction and dissatisfaction. Findings indicated that there are several factors and experiences that impact a public Montessori school teacher’s experience with autonomy, relatedness, and competence in their daily work. Additional findings are that these factors impact Montessori teachers on different levels: personal, school, and external. In analyzing these factors and level of impact, administrators and school districts can make sure that the work environments of public Montessori teachers are conducive.

Language: English

Published: Lawrence, Kansas, 2023

Article

Parents' Perceptions: The Transition of Public School Montessori Students into Traditional Middle Schools

Publication: NAMTA Journal, vol. 16, no. 3

Pages: 87–97

Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent attitudes, Perceptions, Public Montessori

See More

Language: English

ISSN: 1522-9734

Doctoral Dissertation

Dispelling Perceptions: Montessori Education – Attaining Common Ground with Public Schools

Available from: University of California eScholarship

Montessori method of education, Public Montessori

See More

Abstract/Notes: Using concepts from cognitive science, this dissertation explored changes in perception among Montessori education leaders and traditional education leaders. Although Montessori education programs have grown as an option in the public school sector, their unique features in mainstream environments have brought to the fore serious challenges in understanding and communication between decision makers at the institutional level of public education and among Montessori academies. Nationally, Montessori education entities have fostered a strong momentum for improvement at the state policy level. However in some states, including California, differing perceptions still hinder inclusive decision making, resulting in lack of teacher credential recognition, denial of eligibility and funding. My study implemented a communication intervention through which an iterative conversation between both sides aimed to address perceptions and language and provide shared understandings. Using the challenge between Montessori and traditional public education and framed under the cognitive theories of mental models, framing, schemas, metaphors and embodiment, this intervention addressed whether perceptions can begin to shift when one is more fully informed at a deeper cognitive level. Incorporating a workshop intervention involving several modalities, my findings suggested a shift in perception which seemed to persist over time. The effects in shifting actors’ perceptions of Montessori education were statistically significant and modest in terms of magnitude. I also found a weaker perceptual shift among traditional educators in California compared with peers in other states. I obtained specific suggestions for future iterations of kinesthetic learning, along with how to best share perspectives between Montessori and traditional leaders, along with possible collaborations between these pedagogies.

Language: English

Published: Berkeley, California, 2016

Article

New Organization Announces Focus on Public School Training [Montessori Public School Systems, Inc.]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 3, no. 1

Pages: 14

Public Montessori

See More

Language: English

ISSN: 1071-6246

Report

The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools

Available from: Vanderbilt University Institutional Repository

Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America

See More

Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."

Language: English

Published: Nashville, Tennessee, 2007

Article

What Is the Montessori Public School Consortium? A Short History of the Montessori Public School Consortium

Available from: ERIC

Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 1, no. 1

Pages: 2

Americas, Montessori schools, North America, Public Montessori, United States of America

See More

Language: English

Article

Reports from the Field: National Public Montessori Support Network [addresses of ten public Montessori schools]

Available from: ERIC

Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 2, no. 2

Pages: 5

Americas, Montessori schools, North America, Public Montessori, United States of America

See More

Language: English

Master's Thesis

The Future of Public Education: A Free Appropriate Public Education for All Students

Available from: MINDS@UW River Falls

Educational change, Public schools

See More

Abstract/Notes: This paper examines the challenges facing the public school system as it attempts to live up to the promise to provide a “free appropriate public education” to all of its students. The funding mechanism for public schools, with its reliance on community funding, lends itself to inequities. The lack of an effective response to the rising challenge of mental health issues, the unwillingness to respond to the changing skill demands of the workforce by revising curriculum and the ineffectiveness of efforts to close the achievement gap have all led the public to question whether or not they are receiving an “appropriate” education. The response increasingly has been to look for a better educational alternative elsewhere, in charter schools. The effect of charter schools overall has been to weaken public schools’ abilities to provide a quality education for each and every student. An analysis of each of these challenges and possible responses will provide a possible road map for traditional public education to do a better job of living up to its mandate, to “promote the general welfare”.

Language: English

Published: River Falls, Wisconsin, 2020

Advanced Search