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Doctoral Dissertation (Ed.D.)
Instructional Leadership Practices of Montessori Public School Principals: The Montessori Teachers' Perspective
Available from: American Montessori Society
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Language: English
Published: Lubbock, Texas, 1994
Doctoral Dissertation (Ph.D.)
An Examination of Implementation Practices in Montessori Early Childhood Education
Available from: American Montessori Society
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Abstract/Notes: This study examined to what extent Montessori early childhood education programs in one geographical region of the United States could be classified into homogeneous clusters based on teachers’ reported practices associated with Montessori education. Once identified, the characteristics defining each subgroup were described, and factors supporting or hindering the implementation of recommended practices were examined. Of particular interest was whether the teachers were intentionally or inadvertently making changes to the model, and if modifications were being made, whether these were due to situational factors or to viewpoints that differed from Montessori’s perspectives. Teachers’ beliefs about managing and motivating children were also assessed in relation to their interpretation of the Montessori method in order to examine what role, if any these beliefs played in shaping classroom practices.
Language: English
Published: Berkeley, California, 2004
Book Section
Montessori Language Practices Meet the Needs of All Learners: The Montessori Early Childhood Inclusive Classroom: Creating a Cherished Experience
Available from: Rowman and Littlefield
Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori
Pages: 83-102
Children with disabilities, Classroom environments, Inclusive education, Language acquisition, Montessori method of education, Montessori schools, Prepared environment, Special education
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Language: English
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021
ISBN: 978-1-4758-5635-4
Article
Exploration of Implementation Practices of Montessori Education in Mainland China
Available from: Nature
Publication: Humanities and Social Sciences Communications, vol. 8
Date: 2021
Pages: Article 250
Three-hour work cycle, Work periods
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Abstract/Notes: This descriptive research work highlights the implementation practices of Montessori education in mainland China and the concerns over Montessori education’s localization in mainland China. Localization can be understood as the adaptive process Montessori education undergoes in order to fit within Chinese culture. Two hundred and ten in-service Montessori teachers and administrators in China were surveyed to discover information concerning implementation practices in the following areas: mixed-aged classrooms, whether classrooms were co-teaching, student-to-teacher ratios, and morning and afternoon work cycles. The study found that the majority of classrooms were mixed-aged, reflecting high-fidelity Montessori practices. However, it also found that classrooms are co-teaching, have lower student–teacher ratios, and shortened work cycles, reflecting a departure from high-fidelity Montessori implementation. While localization should be considered to safeguard Montessori education’s sustainability, Chinese Montessori educators should also reflect on these findings as high implementation fidelity has been linked to better student outcomes.
Language: English
DOI: 10.1057/s41599-021-00934-3
ISSN: 2662-9992
Master's Thesis (Action Research Report)
Breathing and Behavior: The Effects of Mindfulness Practices on Work Completion and Self- Regulation in the Upper Elementary Montessori Classroom
Available from: St. Catherine University
Action research, Three-hour work cycle, Upper elementary, Work periods
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Abstract/Notes: The purpose of this study was to determine the effects of a mindfulness curriculum and practices on student self-regulation and work completion. The study took place in a large suburban school in western Canada with 19 participants in a grade four, five and six Montessori classroom. The intervention took place over a period of six weeks, during which the researcher led mindfulness lessons using the MindUp curriculum. Additionally, students took part in mindfulness and yoga practices daily and weekly, respectively. Data was collected using student journals, an observational tally, student work cycle folders, and student pre and post surveys. The data shows an increase in mindful and self-regulated behavior as well as improved work completion rates. It is recommended that future studies focus on a broader subject base as well as a more longitudinal period of intervention and data collection.
Language: English
Published: St. Paul, Minnesota, 2020
Doctoral Dissertation (Ed.D.)
Comparison of the Application of Maria Montessori's Language Arts Ideas and Practices in Two Periods of Development in the United States: 1909-1921 and 1953-1963
Available from: ProQuest - Dissertations and Theses
Americas, Language acquisition, Language development, Language education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Maria Montessori's work is intimately grounded in her detailed teaching practices and the logic of their sequence, along with their underlying ideas and values, particularly in the area of language arts. There are no studies, however, which comprehensively analyze her language arts curriculum for children from three to seven as it was applied by the practitioners who fostered, interpreted, and promoted her work in America in two periods of its popularity: 1909-1921 and 1953-1963. This lack of comprehensive analysis blurs the fundamental identity and contextual coherence of Montessori's work and obscures the significant and ongoing contribution made to American education through her language arts curriculum. An analysis of Montessori's published work and those written about her was made in order to achieve a description of her language arts curriculum for the purpose of comparing her work to that of her American sponsors. To determine how Montessori's curriculum was interpreted and applied, the literature on the history of the Montessori movement was reviewed and five leaders were identified: Ann George, Alexander Graham Bell, Clara Craig, Helen Parkhurst, and Nancy McCormick Rambusch. Their writings and other primary sources were analyzed with reference to Montessori's curriculum. In some cases interviews were conducted and Montessori classrooms were observed over an extended period of time. The analysis of the activity of the leaders, within their contemporary social and educational settings revealed how Montessori's curriculum became detached from her original experimental context and was reshaped because of lack of understanding or of agreement with the sys~ tematic purpose of her educational material in the development of language arts skills, and because of varying intentions and views on how and what children should learn. The findings of the study also contribute to existing studies on the reasons for the decline of Montessori's practices by the end of the first period, and for success in the revival of her work in the second period. In addition, conclusions contribute to the unified body of knowledge needed to thoroughly identify the Montessori educational model practiced and researched by educators.
Language: English
Published: Durham, North Carolina, 1984
Article
The Early Childhood Montessori Pedagogy: Practices and Challenges in Pupils’ Cognitive Development in Dar es Salaam City, Tanzania
Available from: Research and Scientific Innovation Society
Publication: International Journal of Research and Innovation in Social Science, vol. 7, no. 3
Date: Mar 2023
Pages: 228-245
Africa, Cognitive development, Early childhood care and education, Early childhood education, East Africa, Montessori method of education - Criticism, interpretation, etc., Sub-Saharan Africa, Tanzania
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Abstract/Notes: The Montessori educational method has seen great success in recent years. The media portrays this method in a very favourable
Language: English
ISSN: 2454-6186
Article
Montessori Practices: Options for a Digital Age
Available from: ERIC
Publication: NAMTA Journal, vol. 41, no. 2
Date: 2016
Pages: 153-181
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Mark Powell's plea for an open-minded view on the full scope of technology that is compatible with Montessori education enriches Maria Montessori's clear modernism of welcoming science into her educational vision. Growing up digital can be intelligently managed so that "technology may offer an effective, adaptable, and easily available means … to gain independence … that may otherwise have intimidated them." Mark's enthusiasm for the right use of technology in history, writing, touch typing, information access and sharing, photography, place-based learning, and citizen science upholds technology as a supportive and educational tool for today's Montessori student. Mark offers a laundry list of technology resources to choose with commentary as to positive learning tendencies met by digital natives, millennials, and succeeding generations of young people who look to adapt to the onslaught of technological tools in carrying out life missions.
Language: English
ISSN: 1522-9734
Article
How Are You Smart?: Multiple Intelligences and Classroom Practices
Publication: NAMTA Journal, vol. 21, no. 2
Date: 1996
Pages: 30-43
Academic achievement, Americas, Early childhood care and education, Early childhood education, Montessori method of education, Multiple intelligences, North America, North American Montessori Teachers' Association (NAMTA) - Periodicals, Teacher-student relationships, United States of America
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Abstract/Notes: Claims that each educator must discover the potentials of the learner and build on the individual's specific assortment of strengths. Presents Howard Gardner's theory of multiple intelligences, with practical implications, emphasizing that the intelligences are integrated at the application level by activities and remain separate only at the theory level. (MOK)
Language: English
ISSN: 1522-9734
Book Section
Experiential Learning Pedagogies and Practices
Available from: Springer Link
Book Title: Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms
Pages: 129-153
Asia, Classroom environments, Comparative education, India, South Asia, Spirituality, Teachers
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Abstract/Notes: This chapter explores classroom practices for education for harmony. It emphasises the role of pedagogy (how to teach) over curricula (what to teach). It explores a range of pedagogical practices, including dialogic teaching, peer- and project-based learning, meditation, reflection, and social action. Thereafter, the chapter highlights the importance of a lived experience-based pedagogy as a means of bringing about an intrinsic form of education for harmony. Such pedagogy relies on embodied education, recognition that everything and everyone is a potential educator, as well as awareness that education is a continuous process that extends beyond textbooks, curricula, and schools’ four walls.
Language: English
Published: Cham, Switzerland: Springer International Publishing, 2023
Edition: 1st ed.
ISBN: 978-3-031-23538-2 978-3-031-23539-9
Series: Spirituality, Religion, and Education , 6