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Examining the Beliefs of Montessori and Public-School Teachers Toward Inclusive Education Using the Theory of Planned Behavior
Available from: ProQuest Dissertations and Theses
Abstract/Notes: This study examines the differences between Montessori guides and public-school teachers regarding their knowledge and implementation of inclusive practices in the classroom using the Theory of Planned Behavior (TPB). TPB claims that perceptions of attitudes, subjective norms, and behavioral control predict intentions to engage in a particular behavior. The present research utilized a mixed-methods approach to assess participants’ personal definitions of inclusive education and predict intention to perform inclusive practices from teachers’ attitudes, subjective norms, and perceived behavioral control. Because public-school teachers are required to attend training, they were predicted to be more knowledgeable than Montessori guides about inclusive practices. Sixty-six teachers participated, but contrary to predictions, definitions provided by both public-school teachers (n = 35) and Montessori guides (n = 31) indicated poor understanding of inclusion with no differences between groups. Analysis of the TPB variables revealed significant differences in attitudes with Montessori guides expressing more positive attitudes than public-school teachers. Qualitative analyses supported this result as Montessori guides used more positive emotional terms in their definitions than public-school teachers who used more neutral terms. Multiple regression analysis showed that the TPB model predicted intention to perform inclusive practices (R2 = .73) with only perceived behavioral control and past behavior statistically significant predictors. These results indicate that despite positive attitudes, participants may lack sufficient, concrete understanding of strategies that would allow them to carry out inclusive practices. Results revealed that training is needed to clarify the definition of inclusion and provide actionable tasks for implementing inclusion in the classroom.
Published: Killeen, Texas, 2021
Offering Montessori Education Online for 2½ to 5½ Year Old Children Keeping Montessori Principles Intact
Available from: The Online Journal of Distance Education and e-Learning
Publication: The Online Journal of Distance Education and e-Learning, vol. 9, no. 1
Date: Jan 2021
Abstract/Notes: COVID–19 has forced preschools to resort to online education. While traditional schools have got adjusted to online teaching quickly, Montessori schools could not turn to online easily. Montessori education is considered to be impossible to offer through online mode to children at home, due to the lack of the prepared classroom, didactic materials and trained parents who could support children’s development. The current research presents an action research with an aim to convert Montessori education to online mode and develop a model for offering Montessori education online to the children between 2½ and 5 ½ years of age providing activity to the hands and senses and discusses the limitations and implications.
Comparison of Montessori & Non-Montessori Educated Students Higher Order Thinking Skills
Available from: International Journal of Development Research
Publication: International Journal of Development Research, vol. 13, no. 1
Date: Jan 2023
Abstract/Notes: It is essential to interpret information, determine its veracity, and assess its significance in today's society. Children need not acquire more information to be successful in the modern world; instead, they must develop higher-order thinking skills (HOTS). This study aims to establish whether or not children with a Montessori background have higher levels of HOTS than students with a non-Montessori background. The study analyzes data from a competency-based test in English, mathematics and science conducted for 78 fourth-grade students. It was discovered that the Montessori-educated children performed better in English and Science. Yet the difference in mathematics, where Montessori students scored higher, did not achieve much statistical significance.
Gateways to Montessori - Theory
Published: [India]: [Indian Montessori Centre], 
Gateways to Montessori - Practicals
Published: [India]: [Indian Montessori Centre], 
Anthropological Consideration and Infrastructure in ‘Children’s Houses’: An Explanation to the Montessori Method
Available from: Research Gate
Publication: International Research Journal of Education and Technology, vol. 5, no. 5
Date: May 2023
Abstract/Notes: The Montessori educational approach takes into account the fact that children learn in varied ways and accommodates them all. Each student is given the opportunity to grow as long as they are prepared, supported by their teacher, and have a unique learning plan. The Montessori approach encourages children’s physical development and growth by making sure they are active throughout the day. Along with receiving a comfortable sleep at night, children who are physically engaged frequently have stronger muscles and bones. The prepared atmosphere is referred to as the Montessori classroom. Everything has a place and a purpose in the thoughtfully designed learning environment. Everything is made to be open and accessible, the furniture is lightweight and child-sized, and the learning materials are made to fit in small hands. The present research work is an attempt to understand the effectiveness of the Montessori Method in terms of its anthropological considerations and the infrastructural setup of the learning environment.
The Montessori Method of Education of the Senses: The Case of the Children’s Houses
Available from: International Journal of Research Publication and Reviews
Publication: International Journal of Research Publication and Reviews, vol. 4, no. 5
Date: May 2023
Abstract/Notes: The Montessori method of teaching is founded on the idea that education should support rather than undermine a child’s natural abilities. Therefore, scientific research on children and an understanding of how development and learning work should serve as the foundation for education. A psychic force or ability is active through physical organs, causing the experience. The action of the structure acting as a proper origin and determining the force is seen from one perspective; the action of the feeling, which catches the practical and formally establishes experience, is seen from the opposite perspective. The use and development of the senses are stressed in the Montessori method. Doing this a child is observed and new ideas and methods are used to develop the senses in the child. This paper is an attempt to show the methods used by Dr. Montessori in her Children’s Houses to develop senses in children.
Texnokratik Jarayonda Maktabgacha Ta’limning Mualliflik Metodikalari [Authority Methods of Preschool Education in the Technocratic Process]
Available from: Interpretation and Researches
Publication: Interpretation and Researches, vol. 1, no. 8
Abstract/Notes: Mazkur maqola rivojlanib borayotgan texnokratik jamiyatda bolalar tarbiyasi doimo muhim ekanligi, Maria Montessori bolalarning o'z-o'zini o'rganish va rivojlantirish qobiliyatlariga ishonish va ularning o'rganish jarayonlarida o'z-o'zining yo'li bilan bormasligi xususida fikr yuritilgan. [This article discusses the importance of child education in a developing technocratic society, Maria Montessori's belief in children's self-learning and self-development abilities, and that they should not go their own way in their learning processes.]
Catechesis of the Good Shepherd: A Survey of Catechists Across Wisconsin
Available from: MINDS@UW River Falls
Abstract/Notes: The following research study collected and examined the current practices of Catechesis of the Good Shepherd catechists in Level I (ages 3-6) Atria throughout Wisconsin. Catechesis of the Good Shepherd (CGS), founded by Sofia Cavalletti and Gianna Gobbi, is the religious formation experience of children using the principles of the Montessori method. Around the question of religious formation, we explored literature regarding the Moral Development, Spirituality, and Religious Education of young children. Finding little on the religious formation of Catechesis of the Good Shepherd, while also considering the cultural practices and societal norms of local communities, we created a 22-question survey for CGS Level I catechists examining the qualities of the Atrium, catechist, prayer in the Atrium, and community support specific to Wisconsin. Using an online platform and distribution, we gathered surveys from 67 catechists from all five Roman Catholic dioceses in Wisconsin (Milwaukee, Madison, Green Bay, La Crosse, and Superior). Results focused on laying a foundation of baseline data of current practices. Results revealed that the current implementation of CGS is consistent with catechist training recommendations. Also, most dramatically, 100% of catechists regarded the catechesis as somewhat (31%) or strongly (69%) impacting the faith of the young child. Likewise, 89% of catechists also considered the experience strongly impacting their own faith. The mutual benefit reported for both adult catechists and children suggests that the effect of CGS in religious formation settings is compelling and worthy of investment and further study.
Published: River Falls, Wisconsin, 2023
Effective Nursing Interventions in ADL Care Affecting Independence and Comfort – a Systematic Review
Available from: ScienceDirect
Publication: Geriatric Nursing, vol. 52
Gerontology, Montessori-based interventions (MBI)
Abstract/Notes: Despite its frequent provision, evidence of nursing interventions in Activities of Daily Living (ADL) remains unclear. Hence, we addressed the research question: What are the effects of ADL nursing interventions on independence and comfort in adults across all care settings? We conducted a systematic review of randomized controlled trials and quasi-experimental studies described in systematic reviews. In three databases, we searched for systematic reviews that we used as a portal to select (quasi) experimental studies. After narratively summarizing the studies on characteristics, effects, and interventions, we assessed the risk of bias. Among the 31 included studies, 14 studies evaluated independence, 14 studies measured comfort, and three studies assessed both outcomes. Seven interventions significantly improved independence and seven interventions significantly improved comfort. The studies varied highly in intervention components, outcome measures, and quality. Evidence on ADL nursing interventions affecting independence and comfort remains fragmented and inconclusive, limiting guidance for nursing professionals.
Théosophie et éducation en Espagne (1891-1939): espaces de sociabilité et réseaux éducatifs [Theosophy and education in Spain (1891-1939): spaces of sociability and educational networks]
Available from: OpenEdition Books
Book Title: Éduquer dans et hors l’école: Lieux et milieux de formation. XVIIe-XXe siècle
Europe, Southern Europe, Spain, Theosophical Society, Theosophy
Abstract/Notes: L’occasion de lancer des recherches sur les liens entre le mouvement théosophique et l’éducation en Espagne et l’intérêt que celles-ci pouvaient présenter surgirent à partir de la lecture du Petit Journal d’Adolphe Ferrière dans les Archives de l’institut J.-J. Rousseau de l’université de Genève. En 1930, de passage à Barcelone sur le chemin de son long voyage vers l’Amérique latine, le pédagogue suisse fut reçu par Maria Solà de Sellarés, Attilio Bruschetti et José Forteza. Cependant ces personnages n’apparaissent pas dans les pages de l’historiographie de l’éducation nouvelle et de la rénovation pédagogique en Catalogne au cours du premier tiers du XXe siècle. Après les recherches qui s’imposaient, nous sûmes qu’ils militèrent dans l’hétérodoxe mouvement théosophique et que, suivant les pas de Béatrice Ensor, ils se rapprochèrent de sa pédagogie par le biais de la Fraternité internationale de l’Éducation. La vocation éducative du mouvement théosophique se manifesta dans l’organisation de cours et de conférences, l’édition de livres et de dépliants à caractère doctrinal et didactique, la création d’espaces de sociabilité et, entre autres initiatives, par la fondation d’un certain nombre d’écoles et de centres éducatifs qui tentèrent de rejoindre les mouvements rénovateurs européens, tout en restant fidèles au spiritualisme oriental. Plus tard et malgré les distances que leur imposèrent dissidences et fractures, un autre courant allait apparaître à l’horizon de l’évolution de ce mouvement: l’anthroposophie de Steiner et la pédagogie Waldorf. Cet article se propose d’analyser, dans les contextes européen et international, la fonction sociale, éducative et socialisatrice de la théosophie et des réseaux socioéducatifs théosophiques, hors et dans l’école, en Espagne au cours du premier tiers du XXe siècle. Cette recherche part de l’analyse de sources orales (membres de familles de théosophes et personnes ayant des liens avec le mouvement théosophique) et de sources écrites (directes et indirectes) consultées et étudiées dans diverses archives : Biblioteca de Cataluña (Barcelone), bibliothèque privée de la Branche Arjuna de Barcelone, Centro nacional de la Memoria histórica de Salamanque (Espagne), archives privées de la famille Jover Dalmau (ancien élève de l’école Damon) et Archives historiques municipales de Sabadell (Catalogne). [The opportunity to launch research on the links between the theosophical movement and education in Spain and the interest that these could present arose from the reading of the Petit Journal d'Adolphe Ferrière in the Archives of the institute J.-J. Rousseau from the University of Geneva. In 1930, passing through Barcelona on the way to his long journey to Latin America, the Swiss teacher was received by Maria Solà de Sellarés, Attilio Bruschetti and José Forteza. However, these characters do not appear in the pages of the historiography of new education and educational renewal in Catalonia during the first third of the twentieth century. After the necessary research, we learned that they were active in the heterodox theosophical movement and that, following in the footsteps of Beatrice Ensor, they approached her pedagogy through the International Fraternity of Education. The educational vocation of the theosophical movement was manifested in the organization of courses and conferences, the publication of books and leaflets of a doctrinal and didactic nature, the creation of spaces for sociability and, among other initiatives, by the foundation of a number of schools and educational centers which tried to join the European renovating movements, while remaining faithful to Eastern spiritualism. Later and despite the distances imposed by dissidence and fractures, another current would appear on the horizon of the evolution of this movement: the anthroposophy of Steiner and the Waldorf pedagogy. This article aims to analyze, in European and international contexts, the social, educational and socializing function of theosophy and theosophical socio-educational networks, outside and in school, in Spain during the first third of the twentieth century. This research starts from the analysis of oral sources (members of families of Theosophists and people with links to the Theosophical movement) and written sources (direct and indirect) consulted and studied in various archives: Biblioteca de Cataluña (Barcelona), library private of the Arjuna Branch of Barcelona, Centro nacional de la Memoria histórica de Salamanca (Spain), private archives of the Jover Dalmau family (former pupil of the Damon school) and Municipal Historical Archives of Sabadell (Catalonia).]
Published: Rennes, France: Presses universitaires de Rennes, 2018
Maria Montessori in India: I Rapporti con la Teosofia e la Società Teosofica [Maria Montessori in India: Relations with Theosophy and the Theosophical Society]
Book Title: La Cura dell'Anima in Maria Montessori: l'Educazione Morale, Spirituale e Religiosa dell'Infanzia [Care of the Soul in Maria Montessori: Moral, Spiritual and Religious Education of Childhood]
Asia, India, Maria Montessori - Biographic sources, Montessori method of education - History, South Asia, Spirituality, Theosophical Society, Theosophy
Published: Rome, Italy: Fefè Editore, 2011
Series: Psicopedagogica , 15
Teosofia e antroposofia nell'Italia del primo Novecento [Theosophy and anthroposophy in early twentieth century Italy]
Book Title: Storia d'Italia. Annali
Europe, Feminism, Italy, Maria Montessori - Biographic sources, Southern Europe, Spirituality, Theosophical Society, Theosophy
Abstract/Notes: An English version, which was "revised, expanded", of this article appeared in, Theosophical History, vol. 16, no. 2 (2012).
Published: Torino, Italy: Einaudi, 2010
Volume: 25 (Esoterismo)
Theosophy and Montessori
Publication: Theosophy in Australia, vol. 36, no. 5
Date: Oct 1972
Australasia, Australia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., Oceania, Theosophical Society, Theosophy
Theosophy and Education
Available from: HathiTrust
Publication: The Theosophist, vol. 39, no. 2
Date: Nov 1917
Asia, George S. Arundale - Writings, India, South Asia, Theosophical Society, Theosophy
L'alba di una nuova era: teosofia ed educazione in Italia agli inizi del Novecento [The dawn of a new era: Theosophy and education in Italy during the early 20th century]
Europe, Italy, Montessori method of education - History, Southern Europe, Theosophical Society, Theosophy
Abstract/Notes: Il fascino della teosofia catturò una fascia non marginale delle élites intellettuali europee nel primo Novecento e tale fenomeno non mancò di interessare la cultura e la società italiana. Nel solco delle nuove correnti di spiritualità allargatesi con l’aprirsi del nuovo secolo, e sulle macerie del positivismo scientistico che aveva egemonizzato la precedente stagione, la teosofia esercitò un’influenza straordinaria entro diversi ambiti di impegno culturale, che continuavano a guardare con fiducia alla possibilità di contribuire al progresso dell’umanità. La costruzione di una mitologia allegorica sull’avvento prossimo di una Nuova Era coinvolse specialmente la cultura dell’educazione, generando elementi di rinnovamento profondo del sapere pedagogico e dell’iniziativa in campo educativo. L’investimento di energie sulla bontà dei principi e dei metodi della pedagogia Montessori costituì solo uno degli aspetti, tra i più significativi, che assunse tale frontiera innovativa in area pedagogica, particolarmente sostenuta dalle reti teosofiche. La riscoperta del notevole contributo che la cultura teosofica complessivamente offrì a favore dell’organizzazione di una ‘teoria’ dell’Educazione Nuova costituisce, pertanto, un’operazione storiografica importante, per intendere come, anche in Italia, tra aspirazioni ideali, illusioni e generosi slanci profetici, una nuova pedagogia – moderna, democratica, liberale e mondial/globalista – si aprì degli spazi decisivi per cominciare a cambiare gli orizzonti contemporanei della formazione. / The fascination of theosophy captured a non-marginal band of European intellectual elites in the early twentieth century and this phenomenon did not fail to interest Italian culture and society. In the wake of the new currents of spirituality that widened with the opening of the new century, and on the ruins of the scientistic positivism that had dominated the previous season, theosophy exercised an extraordinary influence on various spheres of cultural commitment, which continued to look with confidence at opportunity to contribute to the progress of humanity. The construction of an allegorical mythology on the imminent advent of a New Era especially involved the culture of education, generating elements of profound renewal of pedagogical knowledge and initiative in the educational field. The investment of energy on the goodness of the principles and methods of Montessori pedagogy was only one of the most significant aspects that this innovative frontier assumed in the pedagogical area, particularly supported by theosophical networks. The rediscovery of the remarkable contribution that theosophical culture as a whole offered in favor of the organization of a 'theory' of New Education therefore constitutes an important historiographical operation, to understand how, also in Italy, between ideal aspirations, illusions and generous prophetic impulses, a new pedagogy - modern, democratic, liberal and mondial / globalist - opened up decisive spaces to begin to change the contemporary horizons of education.
Published: Santarcangelo di Romagna, Italy: Maggioli, 2020
La Theosophie et la Methode Montessori [Theosophy and the Montessor Method]
Publication: Revue Théosophique, le Lotus Bleu, vol. 48
Date: Nov 1937
Montessori method of education - Criticism, interpretation, etc., Theosophical Society, Theosophy
Theosophy and Anthroposophy in Italy during the First Half of the Twentieth Century
Available from: Theosophical History
Publication: Theosophical History, vol. 16, no. 2
Europe, Feminism, Italy, Maria Montessori - Biographic sources, Southern Europe, Spirituality, Theosophical Society, Theosophy
Abstract/Notes: "This is a revised, expanded version of an essay originally published in Italian in: Gian Mario Cazzaniga (ed.), Storia d'Italia. Annali 25: Esoterismo, Einaudi, Turin 2010, 569598."