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Article

Montessori(TM)? Florida Company's Effort to Obtain Trademark Has Some Concerned

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

Publication: Public School Montessorian, vol. 7, no. 4

Pages: 18

Public Montessori, Trademark

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Language: English

Book Section

L'Internatioanlisation Montessorienne Selon la Stratégie du Double Gain: Diffraction et Problématiques de Diffusion [Montessorian Internationalization According to the Double Gain Strategy: Diffraction and Diffusion Problems]

Available from: Editions Alphil

Book Title: Construire la Paix par l’Éducation: Réseaux et Mouvements Internationaux au XXe Siècle Genève au Cœur d’une Utopie [Building Peace through Education: International Networks and Movements in the 20th Century Geneva at the Heart of a Utopia]

Pages: 123-148

Europe, Peace education, Switzerland, Western Europe

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Abstract/Notes: Ce texte décrit un différend opposant, au début de l’internationalisation de la pédagogie montessorienne (1913), Pierre Bovet, alors directeur du tout jeune Institut Jean-Jacques Rousseau, et Maria Montessori. Il propose la notion de « diffraction » pour décrire, lorsqu’une pédagogie se diffuse, les effets de pertes, de dilution des intentions ou des pratiques, voire les déviations de la pensée initiale, pour saisir la nature et les contenus des transferts et des resémantisations à l’œuvre. Ce texte fait ainsi l’hypothèse que ce différend a contribué à l’internationalisation spécifique de la pédagogie Montessori, hors des canaux genevois et à distance de l’Éducation nouvelle. Mais il insiste également sur la place que doivent prendre les pratiques concrètes pour considérer, y compris du point de vue de l’historien, la diffusion d’une pédagogie. Quel statut donner à un mauvais passeur ou à un mauvais lecteur d’une pédagogie, c’est-à-dire à un passeur diffusant une pédagogie diffractée ? Jusqu’à quel point les pratiques – en particulier les pratiques montessoriennes, décrites comme « scientifiques » et non idéologiques ou philosophiques – sont-elles affectées par le contexte politique ou idéologique qui les porte – par exemple dans le cas du régime mussolinien ? Jusqu’à quel point le pédagogue doit-il ou peut-il cadrer la diffraction, et comment l’historien peut-il considérer pratiquement cette question? [This text describes a contention between Pierre Bovet (director of the Jean-Jacques Rousseau Institute, in Geneva) and Maria Montessori, at the beginning of the internationalization of this pedagogy (1913). It suggests the notion of «diffraction» in order to describe the effets of loss, dilution or deviation of intentions or practices, when a pedagogy is diffused. The «diffraction» aims to get the nature and the contents of the «transfers» and the resemantizations at work in this case. This text puts forth the hypothesis that this contention contributes to the specific internationalization of Montessori pedagogy, apart from genevese and New Education networks. But this texte emphazises on the place of concrete practices in the diffusion of a pedagogy. What kind of status can be given to a bad importer of a pedagogy – that is to say, an importer who broadcasts a diffracted pedagogy? The practices are they affected by the political or ideological context which receives a pedagogy? On this point, the Montessori pedagogy presents itself as « scientific » and without ideology. So how can we understand this specificity, espacially in the mussolinian context, in the 1930’s? Has the pedagogue to control the diffraction – and how – and how can the historian consider this problem?]

Language: French

Published: Neuchâtel, Switzerland: Editions Alphil-Presses Universitaires Suisses, 2020

ISBN: 978-2-88930-322-9

Document

Declaration Judgment [by the Switzerland Federal Court] concerning the degeneration of the mark "Montessori" as claimed by Association Montessori Internationale [BGE 130 III 113]

Available from: Bundesgericht Tribunal Federal (Switzerland)

Association Montessori Internationale (AMI) - History, Intellectual property, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Trademark dilution

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Language: German

Published: Nov 3, 2003

Doctoral Dissertation

The Impact of Montessori Teaching on Academic Achievement of Elementary School Students in a Central Texas School District: A Causal-Comparative Inquiry

Available from: Texas A&M University

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Abstract/Notes: Providing a meaningful and experiential learning environment for all students has long created a concern for alternate ways to teach students who are reportedly demonstrating non-mastery on state standardized assessments. As the benchmark for showing successful academic achievement increases, so does the need for discovering effective ways for students to learn. The Montessori teaching method has been in existence since the early 1900s when Dr. Montessori made her discovery of the student learning process. Dr. Montessori connected to the laws of nature and the environment for creating students who are problem-solvers with critical-thinking skills. The Montessori Method is designed to promote independent learning and support normal development in children. A Montessori lesson is defined as any interaction between an adult and a child; it incorporates techniques that are defined to serve as guidance for the adult personality in working with the child. The study investigated the impact of Montessori Method on the academic achievement of 3rd, 4th, and 5th grade students. The State of Texas Assessments of Academic Readiness (STAAR) was used to measure academic achievement in reading and mathematics. An ex post facto, causal-comparative design was employed. The characteristic-present samples consisted of 47 3rd, 40 4th, and 44 5th graders. There were 71 3rd, 60 4th, and 49 5th graders in the comparison samples. Due to non-probability nature of the sampling technique, external validity was limited to study participants. Due to non-experimental nature of the study, no causal inferences were drawn. A series of Multivariate Analysis of Variance (MANOVA) showed that there were no statistically significant differences between the students who received the Montessori Method of instruction and those who did not on the basis of the outcome measures of academic achievement in reading and mathematics. The mean difference effect sizes, which were used to examine the practical significance of the findings, ranged from negligible to small. Although the results of the study did not support the hypothesis, it must be pointed out that the Montessori Method of teaching facilitates self-paced learning that promotes a child's independence and encourages decision-making which are instrumental in becoming successful learners. Additionally, Montessori advocates experiences that are "real-world" and allow children to build intrinsic motivational opportunities; therefore, creating independent thinkers that will be competitive problem-solvers in the global economy of the 21st century. The limited studies on the Montessori Method of teaching offer opportunities for further investigation at all grade levels. For example, it is recommended to conduct a study to compare students who receive Montessori education during the early years of their academic life with those who receive Montessori education from pre-k to high school graduation. Because the Montessori name does not have a trademark, there are opportunities for investigating Montessori teacher preparation and comparing the preparation of the teachers to the standardized assessment results. There are also opportunities for investigating the method and curriculum used at schools that carry the name Montessori for comparison purposes amongst Montessori schools as well as in comparison to the results of the standardized assessments at these schools.

Language: English

Published: Corpus Christi, Texas, 2013

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