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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

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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

Archival Material Or Collection

E. M. Standing Collection on the Montessori Method, 1895-1980

Available from: Seattle University Library

Asia, Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings, India, Montessori method of education, South Asia

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Abstract/Notes: Edwin Mortimer Standing (1887-1967) was the primary compiler of this collection that became the basis for the Montessori Teacher Training Program at Seattle University from 1968 to 1986. William J. Codd, SJ was the first director of the program. The collection contains correspondence, lecture notes, manuscripts, essays, speech texts, photographs, files, clippings, ephemera, sound recordings and publications. Materials document the educational philosophy of Maria Montessori as seen through the writings and correspondence of E.M. Standing and reflect the growing interest in Maria Montessori's teachings and pedagogy from Europe and South Asia to the United States in the 1920s. Also documented is the historical development and establishment of Montessori-based schools and teacher training programs in Seattle, WA and the greater Pacific Northwest and western United States. The collection includes early administrative records and correspondence pertaining to the formation of Seattle University's Montessori Teacher Training Program. The bulk of the materials in this collection are from circa 1939 to 1970. The collection is primarily in English, with some material in Italian, French, Spanish, and Latin. The folder numbering sequence shown in the finding aid is not reproduced on the folders themselves. Series I: Correspondence - Includes incoming and outgoing general and subject correspondence primarily between Edwin Mortimer Standing (circa 1919-1967) and William J. Codd, S.J. (circa 1958-1980) and encompassing a wide variety of friends and associates. Correspondents include Mario Montessori (Maria's son), A.M. Joosten, Phyllis Wallbank, and Lady Carmen Bazely. Other correspondence relates to issues involving publishing royalty, reprint and citations between E.M. Standing, Fr. Codd (Standing’s literary executor) and various publishers. A portion of corrrespondence is between Mr. Standing and Donald Demarest, Academy Guild Press publisher (circa 1959-1962). The correspondence within this series is arranged chronologically by year. Series II: Literary Productions - Includes notes, drafts, essays, plays, poems and manuscripts primarily written by Standing. The series contains manuscript drafts of various religious and educational essays and draft chapters from two of Standing’s books, The Montessori Method and The Child in The Church. Also included within this series is Indian Twilight which is an unpublished 4-volume chronicle of Standing’s years as a Montessori tutor for the Saharabai family in India (circa 1920-1925). Included are reprints of Standing’s letters documenting his experiences, photographs of the people and architecture of India before its independence from England; and brief references to conversations with Mahatma Gandhi who was a close friend and neighbor of the Saharabai family. The items within this series are arranged by sub-series, by author and in chronological order. Series III: Lecture Transcripts - Includes transcripts of speeches given by Maria Montessori in London prior to World War Two. Documents are in Italian and English and are arranged chronologically as well as by lecturer. Series IV: Subject Files - Includes transcripts of speeches given by Maria Montessori in London prior to World War Two. Documents are in Italian and English and are arranged chronologically as well as by lecturer. Series V: Legal and Financial Documents - Documents within this series include publisher contracts, royalty statements, insurance policies, Standing’s will and passport Series VI: Datebooks and Address Books; Series VII: Article and Clipping Files - Includes copies of published articles written by Standing, Fr. Codd and their associates as well as news clippings of interest to Standing and Fr. Codd. Series VIII: Photographic Material - This series includes black and white original photographs of Maria Montessori and classroom activity in early Montessori schools. Also included in this series are early glass plate negatives depicting Montessori school scenes. The bulk of the materials within this series are uncredited and undated. Series IX: Religious, Instructional and General Ephemera; Series X: Sound Recordings; Series XI: Educational Pamphlets and Monographic Materials

Language: English, Italian, French, Spanish, Latin

Extent: 19.5 linear feet, (18 boxes and 1 oversized box)

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections (Seattle, Washington)


Montessori Partners Serving All Children: An Outreach Initiative of the Montessori Center of Minnesota

Available from: ERIC

Publication: NAMTA Journal, vol. 39, no. 2

Pages: 93-100

Academic achievement, Child development, Cognitive development, Early childhood education, Elementary education, Montessori method of education, ⛔ No DOI found

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Abstract/Notes: Montessori Partners Serving All Children is endorsed in terms of economic development as a statistically proven return for the money, leadership, parent education, institutional partners, and a sense of community in preparing teachers to serve families with a hub of resources through Montessori Center of Minnesota. Assessment is also integral to the team in terms of children's academic skills, cognitive, social, emotional, and physical growth and is aligned with school structures such as administration, professional development, and technical assistance. [This talk was presented at the NAMTA conference titled "Montessori from Birth to Six: In Search of Community Values," (Minneapolis, MN, Nov 7-10, 2013).]

Language: English

ISSN: 1522-9734


Montessori for the New Millennium: Practical Guidance on the Teaching and Education of Children of All Ages, Based on A Rediscovery of the True Principles and Vision of Maria Montessori

Available from: Taylor and Francis Online

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Abstract/Notes: Although Montessori's name is almost universally known in education circles today, and there are countless nursery schools throughout the world using the "Montessori Method," the real core of her thinking has remained largely misunderstood. Most people regard the method as a system for the education of very young children. And most who have some direct experience of it, either as parent or teacher, would regard it as involving a certain set of procedures and specialized educational materials with clear and elaborate instructions for their use. However, the essence of Montessori's philosophy of education is in reality far broader than this, and contains a powerful message for educators everywhere. What is less well-known about Montessori's work is that she began by establishing the effectiveness of her approach at the pre-elementary level, but also strongly encouraged the extension of her method to the higher levels of education. Wentworth's purpose in writing this book is to elucidate this vital aspect of Maria Montessori's life's work and to show how it applies to real-life teaching situations. She believed that by transforming the process of children's education she could help to transform the attitudes of the adults they will later become, and so those of society and the world at large--a message she promoted as vitally relevant to the future of humankind as a whole.

Language: English

Published: New York: Routledge, 1999

Edition: 1st

ISBN: 978-1-4106-0440-8

Book Section

Le scuole Montessori a Ceylon [Montessori schools in Ceylon]

Book Title: Maria Montessori cittadina del mondo [Maria Montessori, citizen of the world]

Pages: 283-286

Asia, Ceylon, Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Lena Wikramaratne - Speeches, addresses, etc., Lena Wikramaratne - Writings, South Asia, Sri Lanka

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Abstract/Notes: Dal volume degli Atti dell'VIII Congresso Internazionale Montessori, svoltosi a S. Remo dal 22 al 29 agosto 1949 sul tema: "La formazione dell'uomo nella ricostruzione mondiale", edizione "Opera Montessori", Roma 1950, riportiamo la relazione della signorina Lina Wikramaratne, rappresentante dell'Associazione Internazionale Montessori di Ceylon (India). [From the volume of the Proceedings of the VIII Montessori International Congress, held in San Remo from 22 to 29 August 1949 on the theme: "The formation of man in world reconstruction", "Opera Montessori" edition, Rome 1950, we report the report of the young lady Lina Wikramaratne, representative of the Association Montessori Internationale of Ceylon (India).]

Language: Italian

Published: Roma: Comitato italiano dell'OMEP, 1967

Doctoral Dissertation

An Intergrated Learning Programme for the Knysna Montessori School

Available from: SEALS (South East Academic Libraries System)

Africa, Knysna Montessori School (Knysna, South Africa), Montessori method of education, Montessori schools, South Africa, Southern Africa, Sub-Saharan Africa

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Abstract/Notes: In line with Montessori methodology, the Knysna Montessori School runs its programmes in an integrated and holistic manner. Learning programmes are based on a blend of various Montessori learning programmes and the Revised National Curriculum Statement (RNCS). Classes are divided into three year-age groupings; and integrated learning programmes are in place within the pre-school, (including grade R), the grade 1 to 3 class, and the grade 4 to 6 class. However, the grade 7 to 9 Montessori class has been running in a more traditional and less integrated manner since its inception in 2004. That has motivated the undertaking of this study. The main aim of this qualitative study has been to determine how to best arrange the RNCS according to Montessori principles, that is to say, in a holistic and integrated manner, with the intention of presenting a learning programme for the grade 7 to 9 class. This aim was based on a constructivist philosophical foundation and addressed in conjunction with interpretivism and critical theory. The grounded theory research paradigm was followed. In this paradigm research findings are grounded in the data gathering and the analysis. Three methods of data collection were applied, namely a literature review, interviews and document analysis. A literature review was conducted to gain a better overview and understanding of the RNCS and Outcomes-Based Education (OBE). Furthermore, through the literature review, an in-depth understanding of the Montessori method of education, adolescent development and integrated and holistic education have been achieved. Interviews were conducted with staff from the Knysna Montessori School, with the purpose of gathering information on the Knysna Montessori School and its current application to the RNCS, from pre-school to grade 6. An availability and purposive sampling method was applied, in order to determine which staff members to interview. Finally, document analysis was done. The learning areas for the senior phase (grades 7 to 9) of the General Education and Training Band (GET) of the RNCS were coded and analysed in order to discover emergent themes within the RNCS and how these link with the Montessori curriculum arrangement for this age group. It became apparent that Montessori classrooms, both prior to and for the senior phase, are divided into three areas, namely language, mathematics and cultural studies. Based on this knowledge, as well as the documentary analysis, an integrated learning programme, grounded in the data analysis, was designed. It was found that the RNCS matches well with Montessori’s curriculum arrangement. Thus, this learning programme is in line with Montessori’s curriculum arrangement for the senior phase of the GET band. Such a curriculum arrangement integrates the learning outcomes and assessment standards from arts and culture, economic and management sciences, life orientation, natural sciences, social sciences and technology into different studies. These are globally referred to as cultural studies. However, specific attention was also given to moral education, self-expression through music, art and drama, entrepreneurship, career education and sport. The conclusion was reached that an integrated learning programme, based on Montessori principles and in line with the RNCS requirement, is possible for the Knysna Montessori School.

Language: English

Published: Port Elizabeth, South Africa, 2010


Meningkatkan Kemandirian Anak melalui Pembelajaran Metode Montessori [Improving Children's Independence through Montessori Method Learning]

Available from: Jurnal Obsesi

Publication: Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini [Journal of Obsession: Journal of Early Childhood Education], vol. 4, no. 1

Pages: 463-470

Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia

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Abstract/Notes: Penelitian ini bertujuan untuk mengetahui kemandirian anak setelah penerapan pembelajaran metode Montessori di Bright Star Makassar School. Penelitian ini merupakan penelitian eksperimen dengan menggunakan desain pretest-posttest one group dengan subjek penelitian sebanyak lima belas anak. Data dikumpulkan menggunakan observasi dan wawancara. Instrumen pengumpulan data yang digunakan berupa skala observasi kemandirian (behavioral checklist pada kemandirian anak) dengan model skala likert dan guide interview. Data dianalisis menggunakan statistic non parametric Wilcoxon Signed Rank Test. Hasilnya menunjukkan p = 0.001 (p < 0.05), artinya penerapan metode Montessori signifikan meningkatkan kemandirian anak di Bright Star Makassar School. Keseluruhan sampel dalam penelitian ini semakin mandiri setelah diterapkan pembelajaran menggunakan metode Montessori dan tidak ada satu anak pun yang tidak mengalami kemajuan kemandirian. Begitu pula berdasarkan data statistik deskriptif ditemukan adanya perbedaan rata-rata skor kemandirian sebelum dengan rata-rata skor kemandirian sesudah perlakuan pembelajaran menggunakan metode Montessori. Penelitian ini membuktikan kemandirian anak dapat ditingkatkan melalui pembelajaran metode Montessori. [This study aims to determine the independence of children after the application of the Montessori method of learning at Bright Star Makassar School. This research is an experimental study using a one group pretest-posttest design with fifteen children as research subjects. Data were collected using observation and interviews. The data collection instrument used was an independent observation scale (behavioral checklist on children's independence) with a Likert scale model and an interview guide. Data were analyzed using non-parametric Wilcoxon Signed Rank Test. The results show p = 0.001 (p < 0.05), meaning that the application of the Montessori method significantly increases the independence of children at Bright Star Makassar School. The entire sample in this study became more independent after learning using the Montessori method was applied and there was not a single child who did not progress in independence. Likewise, based on descriptive statistical data, it was found that there was a difference in the average score of independence before and the average score of independence after learning treatment using the Montessori method. This research proves that children's independence can be increased through the Montessori method of learning.]

Language: Indonesian

DOI: 10.31004/obsesi.v4i1.333

ISSN: 2549-8959


I materiali sensoriali Montessori oltre le aule scolastiche / Los materiales sensoriales Montessori más allá del aula / Montessori sensorial materials beyond classrooms

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3

Pages: 127-146

Autism in children, Children with disabilities, People with disabilities

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Abstract/Notes: Quest’articolo descrive due esperienze molto diverse effettuate in Italia. La prima riguarda l’introduzione di un laboratorio basato sull’uso dei materiali sensoriali Montessori all’Università dell’Immagine di Milano, fondata dal fotografo Fabrizio Ferri, che offriva a creativi di varia provenienza professionale e geografica una formazione post-secondaria biennale, organizzata incinque laboratori, ciascuno dedicato a uno dei cinque sensi, condotto da un docente responsabile. Quello da me condotto aveva il titolo: “Angolo del ristoro sensoriale” ed era trasversale agli altri cinque. La seconda riguarda invece l’utilizzazione di incastri solidi, torre rosa e scala marrone, nel percorso rieducativo di una ragazza di vent’anni, affetta da grave ritardo mentale con tratti autistici. In entrambi i casi i risultati sono stati molto positivi. Nel primo, la percezione sensoriale degli studenti dell’Università dell’Immagine, si è raffinata e perfezionata.Nel secondo, il caso di ritardo mentale con tratti autistici, ha suscitato nella ragazza un interesse che si è esteso all’ambiente esterno e alle persone che interagivano con lei. Ha inoltre migliorato la manualità fine, rendendo più efficaci le indicazioni per svolgere correttamente le mansioni della vita quotidiana nella propria casa, in cui in precedenza aveva scarsissima autonomia. Con lei il percorso Montessori è iniziato in uno studio di musicoterapia e ha interagito con quelle sedute, per proseguire poi a casa sua, con varie attività di vita pratica, volte a migliorare il coordinamento del corpo nello spazio, il coordinamento oculomanuale, i movimenti raffinati delle dita e la discriminazione visiva. Queste attività hanno fatto progredire molto la sua autonomia. / En este trabajo se describen dos experiencias llevadas a cabo en Italia: la introducción de un laboratorio para el uso de los materiales sensoriales Montessori en la Universidad de la Imagen de Milán (UI) que ofrecía a los “creativos” de diversas procedencias profesionales y geográficas la formación postsecundaria según un programa experimental de dos años, organizado en cinco laboratorios, cada uno dedicado a uno de los cinco sentidos. El que yo dirigí se titulaba “Rincón de descanso sensorial” y fue trasversal a los otros cinco. Se denominaba: “Rincón de descanso sensorial” y fue transversal a los otros cinco. El segundo se refiere al uso de encajes sólidos, torre rosa y escalera marrón, en la rehabilitación de una chica de veintiún años, que sufría un retraso mental severo con rasgos autistas. En ambos casos los resultados fueron muy positivos: las percepciones sensoriales de los estudiantes de la UI se han afinado y perfeccionado; la introducción de los materiales en la rehabilitación sensorial de la chica ha despertado un interés que se ha extendido al entorno externo y a las personas que interactuaban con ella. También ha mejorado los movimientos finos de los dedos, lo cual le facilita llevar a cabo las tareas de la vida cotidiana, en la que antes tenían muy poca autonomía. Con ella el proceso Montessori comenzó en un estudio de musicoterapia, para seguir a continuación en su casa, con varias actividades de la vida práctica, para mejorar la coordinación del cuerpo en el espacio, la coordinación óculo-manual, la motricidad de los dedos y la discriminación visual. Estas actividades han mejorado su autonomía. / This paper deals with two different experiences carried out in Italy. The first concerns a Sensorial Materials workshop, which I directed in Milano at the University of Image (UI) founded by photographer Fabrizio Ferri. UI offered a post-secondary education to creative professionals, from various backgrounds and geographical areas, according to a two-year experimental program, organized in five workshops, each of them dedicated to one of the five senses and directed by a professional of the field. My workshop title was: “The corner of sensory relief” and interacted with the other five. The second relates to the use of solid insets, pink tower and brown stairs for the rehabilitation of a twenty-one years-old girl, who suffered from severe mental retardation with some autistic features. In both cases the results were very positive. In the first one, the sensory perceptions of UI students have been refined and perfected; in the second, the girl affected by mental retardation showed a great interest in the above-quoted materials. The girl has spread her interest to external environment and to the people who interacted with her. The fine movements of her fingers were also enhanced, allowing her to perform various tasks in her daily life, which previously she was unable to carry out. Her Montessori rehabilitation began during some music therapy sessions. Then it was carried out at home, where various Practical life activities were introduced. Thanks to them she improved her body coordination in space, her eye-hand coordination and visual discrimination. These activities strengthen considerably her autonomy

Language: Italian

ISSN: 2255-0666


Montessori in South Carolina: Authentic or Not?

Available from: ProQuest

Publication: Montessori Life, vol. 30, no. 4

Pages: 48-53

⛔ No DOI found

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Abstract/Notes: While our study focused only on South Carolina, it is safe to assume that at least some of these issues, and probably others, exist in other states as well. Because we are focusing on challenges and barriers, it may give the impression that the overall study findings were negative. Exacerbating this problem is that very few Montessori teachers in South Carolina express interest in moving into administrative positions, reducing the pool of potential administrators qualified to run a Montessori program. [...]few hired principals that come into Montessori schools have Montessori credentials or experience in Montessori classrooms or schools. Offer more professional development and training certificates. * Provide funds for Montessori administrators to enter a training program offering a Montessori Administrative credential. * Offer a user-friendly and low-cost online course on the basics of Montessori. 2. Provide more opportunities for networking/mentoring. * Form online groups for Montessori public school principals. * Assign experienced Montessori principals to mentor new Montessori principals. * Conduct periodic, regional meetings of Montessori administrators for networking and idea sharing. 2 THE EMPHASIS ON STATE STANDARDS VERSUS FOLLOWING THE MONTESSORI CURRICULUM While most South Carolina public Montessori teachers agreed that they were able to implement authentic Montessori while incorporating state standards, and over three-quarters of teachers reported using the Montessori curriculum/sequence training as their foremost teaching guide, nearly half of all teachers reported that their schools required them to use a pacing guide for following standards and benchmark testing.

Language: English

ISSN: 1054-0040


Método Montessori: vida práctica para el desarrollo de la autonomía en preescolares de una institución de ventanilla, 2018 [Montessori Method: Practical Life for the Development of Autonomy in preschools of a Ventanilla institution, 2018]

Available from: Universidad César Vallejo - Institutional Repository

Americas, Autonomy in children, Early childhood care and education, Early childhood education, Latin America and the Caribbean, Montessori method of education, Peru, Practical life exercises, South America

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Abstract/Notes: Esta investigación tituladam Método Montessori: Vida Practica para el desarrollo de la Autonomía en preescolares de una institución de Ventanilla, 2018, el cual fue fundamentado en la pedagogía Montessori para lograr el desarrollo de la autonomía de los niños del nivel inicial, a través del programa empleado para que los niños y niñas sean mas independientes, ya que se fomento la libertad, movimiento en el aula, potenciando las capacidades de toma de desciciones, el objetivo de esta investigación fue determinar la Influencia del método Montessori: Vida Practica para el desarrollo de la autonomía en niños de 3 años de una institución de ventanilla, 2018, esto fue evidenciado en la aplicación del programa Metodo Montessori: Vida Práctica Yo Puedo hacerlo sin tu ayuda, ya que la investigación es de tipo aplicada, con diseño cuasi experimental, lo que influyo la ejecución del pre y pos test en la muestra que fueron los niños y niñas de 3 años, la población fue constituida por 60 alumnos del nivel inicial, por el tipo de investigación la pueba realizada fue no paramétrica utilizando asi para los resultados la prueba estadisstica U de Man Whitney, en base a los datos recopilados a travez de la observación, se concluyo que el programa es efectivo para el desarrollo de la autonomía, por tanto la influencia del método Montessori es alta. [This research titled "Montessori Method: Practical Life for the Development of Autonomy in preschools of a Ventanilla institution, 2018, which was based on the Montessori pedagogy to achieve the development of the autonomy of the children of the initial level, through the program used for children to be more independent, since freedom is promoted, movement in the classroom, enhancing the abilities of decision making, the objective of this research was to determine the Influence of the Montessori method: Practical Life for the development of the autonomy in children of 3 years of a window institution, 2018, this was evidenced in the application of the program Montessori Method: Practical Life I can do it without your help, since the research is of applied type, with quasi-experimental design, that influenced the execution of the pre and post test in the sample that was the children of 3 years, the population was with It was constituted by 60 students of the initial level, for the type of research the study was non-parametric, using for this the Man Whitney U statistic test, based on the data collected through the observation, it was concluded that the program is effective for the development of autonomy, therefore the influence of the Montessori method is high.]

Language: Spanish

Published: Lima, Peru, 2018

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