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Doctoral Dissertation

The Effects of Montessori Teacher Training on Classroom Teaching Skills: The Public Montessori Teachers' Perspective

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: This study compares the opinions of public school teachers of their classroom teaching skills due to participation in the Montessori model of teacher training and the traditional teacher education training programs. The data were collected through a survey of 223 public Montessori schools across the United States. The design used in this study is causal comparative to establish cause and effect. The independent variable is the participation in the Montessori Model of Teacher Training. The dependent variables are the opinions of public school teachers as perceived from participation in the Montessori Model of Teacher Training. Comparisons of teacher opinions were compiled from a survey to ascertain the impact of participation in the Montessori Model of Teacher Training. The population for this study included all teachers employed in the public Montessori schools. The sample included the entire population of teachers who participated in traditional teacher training to earn state licensure and in a Montessori teacher training program. A total of thirty-eight states were included in the survey. A total of 560 surveys were received from the population sample. The teachers surveyed included 81% females and 19% males. The years of teaching experience in public schools were 0–5 years 31%; 6–10 years 28%; 11–15 years 16%; and over 15 years 25%. The years of teaching experience in Montessori schools were 0–5 years 57 %; 6–10 years 23%; 11–15 years 11%; and over 15 years 9%. The basic conclusions from this study indicated that there are significant differences, p < .05, in the responses of teachers who participated in the Montessori model of teacher training and the traditional teacher training for preparation of classroom instruction. In 11 out of the 12 survey items, the diverse approach of teaching used in the Montessori model of teacher training was perceived to be superior to traditional teacher training. However, in one survey question, the traditional teacher training was viewed superior for preparation of teaching in a whole group setting. This study suggest that the responses of teachers strongly recommend the Montessori model of teacher training.

Language: English

Published: Orangeburg, South Carolina, 1997


Sprawozdanie z konferencji „Metoda Montessori Senior – Montessori Lifestyle® w praktyce”, Warszawa, 15–16 czerwca 2019 roku [Report from the conference "Montessori Senior Method - Montessori Lifestyle® in practice", Warsaw, June 15-16, 2019]

Available from: www.ceeol.com

Publication: Psychologia Rozwojowa, vol. 24, no. 3

Pages: 99-101

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Language: Polish

ISSN: 1895-6297


✓ Peer Reviewed

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

Bachelor's Thesis

Prvky Montessori pedagogiky ve vzdělávacích programech a praxi mateřských škol / Elements of Montessori pedagogy in educacion programs and practice of nursery schools

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: The main target of my essay is to find out and to clarify the meaning of “elements of Montessori pedagogy”. The theoretic part of the essay contains entrance to the theme, information about life and pedagogic work of Marie Montessori, explanation and closer understanding of intention and philosophy of pedagogy Marie Montessori. In this essay is describing principals of Montessori pedagogy. There is five parts which are used for Montessori pedagogy. Theoretic part of this essay also includes description of the main documents for kindergarten, which means framework and school education program. The essay is donated to explanation of poems principal and element from the pedagogic and lexicon view. In practical part of this essay is the purpose to find out what it “element of Montessori pedagogy” is and how this poem “elements” understanding managers and pedagogues of selected kindergartens and also the member of company Montessori o.s. Many of kindergartens in these days proclaim use of elements of Montessori pedagogy, but Montessori pedagogy only works with poem “principals”. The target is to find out the elements composing into the school education program for preschool education. ůnother target is to find out how pedagogic works in practice in kindergartens with “Montessori elements”. The essay explains how schools and teachers understand the original intention of the Montessori direction.

Language: Czech

Published: Prague, Czechia, 2017

Book Section

Grußwort der Polnischen Montessori-Gesellschaft [Greetings from the Polish Montessori Society]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 27-28

Eastern Europe, Europe, Poland

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Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Doctoral Dissertation

Montessori Education in Nurseries in England: Two Case Studies

Available from: British Library - EthOS

England, Europe, Great Britain, Montessori method of education, Northern Europe, United Kingdom

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Abstract/Notes: The study explored Montessori education in nursery schools in England. A case study strategy was employed to gain in – depth knowledge of the Montessori Method of Education practiced in two nursery schools with a small purposive sample of teachers, parents, nursery owner, Montessori governing board member and children. A qualitative approach was utilised and involved semi structured interviews with teachers, parents, nursery owner and Montessori governing board member as well as the observation of children and document interrogation. The collection of these qualitative data focused on how the teachers conceptualised best practice in Montessori education, how children learn, the role of the teacher, the nature of teacher – children interactions that occur and how the prepared learning environment in the nursery aligns with Montessori philosophy. The major findings were that the teachers’ conceptualisation of best practice revealed a measured understanding and this appeared based on the teachers not having attained certified Montessori trained teacher status. Further to this, the children’s learning was underpinned by Early Years Foundation Stage (EYFS) framework and Montessori principles mainly achieved through teacher –led/ initiated activities and group activities. Fewer opportunities were afforded for either child initiated activities, individual paced learning and independent access to materials. The role of the directress in the settings, which mainly focused on fulfilling routine nursery duties, did not appear to differ significantly from the teacher’s role in other early years settings. Their roles did not mirror the Montessori teacher role description which lays premium on observing children, preparation of the learning environment and acting as a crucial link between the children and the prepared environment. Again, the nature of directress (teacher) – child interactions that occurred in the settings evidenced respect for the child to some extent and was underpinned by a combination of autonomy support and control. The prepared environment in both nursery exhibited some level of conformity to the Montessori ethos but more evidently, in Nursery A than Nursery B. The findings suggested that important consideration be given to staff training to enable attainment of formal Montessori certification and the Early Years Professional Status to ensure proper interpretation and implementation of the EYFS guidelines in Montessori contexts. Similarly, resolving identified areas of seeming mismatch between Montessori principles and the EYFS provision should be prioritised at Montessori governing level.

Language: English

Published: Bangor, Wales, 2012


✓ Peer Reviewed

María Montessori y la Educación Cósmica [Maria Montessori and Cosmic Education]

Available from: Universidad de Costa Rica - Portal de Revistas Académicas

Publication: REHMLAC (Revista de Estudios Históricos de la Masonería Latinoamericana y Caribeña), vol. 7, no. 2

Pages: 290-326

Asia, Cosmic education, India, Maria Montessori - Biographic sources, South Asia, Theosophical Society, Theosophy

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Abstract/Notes: La etapa de Montessori en la India fue uno de los periodos más enriquecedores en la vida de Maria Montessori. Allí escribió y publicó La Mente Absorbente del niño, y una serie de libros fundamentales. En su obra La educación de las potencialidades humanas desarrolló los principios de la “Educación Cósmica” que adaptó para el currículo de Primaria. Invitada en 1939 a dar unas conferencias en la India por el Presidente de la Sociedad Teosófica, Montessori y su hijo, se vieron atrapados por el estallido de la Segunda Guerra Mundial, y su posterior desarrollo. Tenía 69 años cuando llegó a Madrás. Permaneció diez años. Pero nada sería igual que antes. Había una Montessori antes de la India, y otra mucho más profunda después. Cuando regresaba a Europa declaró, a los que le preguntaban qué había hecho en la India: “creo que he aprendido a aprender, como el Niño”. [The decade Maria Montessori spent in India was one of the most enriching periods of her life. During that phase, she wrote and published The Absorbent Mind of the Child, as well as a number of fundamental books in her career. In The Education of Human Potentialities, she developed the principles of the “Cosmic Education”, a curriculum which she adapted for elementary students. Invited in 1939 to give lectures by the president of the Theosophical Society, Maria Montessori and her son were trapped by the outbreak of World War II and its subsequent development. She was 69 when she arrived to Madras. She stayed ten years. There was a Maria Montessori before India, and a much deeper one later. When she returned to Europe, when asked what she had done in India, she declared, “I think I’ve learned how to learn, as if I were a Child”.]

Language: Spanish

DOI: 10.15517/rehmlac.v7i2.22697

ISSN: 1659-4223


Wir überreichen unseren Mitgliedern und Abonnenten als Doppelnummer unserer Zeitschrift die beifolgende Broschüre: "Montessori-Erziehung"... [We are handing over the following brochure to our members and subscribers as a double issue of our magazine: "Montessori Education"...]

Publication: Montessori-Nachrichten

Pages: 1

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Abstract/Notes: This is a single-sided sheet containing the following text: Wir überreichen unseren Mitgliedern und Abonnenten als Doppelnummer unserer Zeitschrift die beifolgende Broschüre: "Montessori-Erziehung". Der Ladenpreis des Büchleins, das auf bestem Kunstdruckpapier gedruckt und mit vielen Bildern versehen ist, beträgt 1 mark, – und ist durch all Buchhandlungen und durch uns direkt zu beziehen. In seinem hübschen Gewande ist es auch zu Geschenkzwecken gut verwendbar, und wir würden uns freuen, wenn unsere Mitglieder es recht eifrig verbreiten wollten. Vom 6. bis 14. November stellen wir im Bezirk Friedrichshain im Rahmen seiner Grundschulwoche eine Montessori-Schulkasse aus. Die Firma P. Johannes Müller stellt das Montessori-Material zur Verfügung. Eine Lehrkraft wird am Sonntag, den 6. November, und in den Wochentagen nachmittags in der Schulklasse sein, um die Kinder, die sich, wie es in der Austellung bei Wertheim war, mit den Montessori-Lehrmitteln beschäftigen wollen, anzuleiten und den Erwachsenen auf Wunsch das Material und seine Verwendung zu erklären Die Ausstellung befindet sich in der Schule Petersburger Strasse 4. Das Winterfest der Deutschen Montessori-Gesellschaft findet dieses Jahr am 3. Dezember im Brüder-Vereinshause, Kurfürstenstrasse 115/116 statt. Für Mitglieder beträgt der Eintrittspreis 3 marks. – Eintrittskarten sind auf der Geschäftsstelle der Deutschen Montessori-Gesellschaft zu bestellen, sie können dort auch in Empfang genommen werden Auf Wunsch senden wir sie unter Nachnahme zu. [We are handing over the following brochure to our members and subscribers as a double issue of our magazine: "Montessori Education". The retail price of the little book, which is printed on the best art paper and provided with many pictures, is 1 mark - and can be obtained directly from all bookstores and from us. In its pretty robe it can also be used as a gift, and we would be delighted if our members were eager to spread it. From November 6th to 14th, we will be exhibiting a Montessori school fund in the Friedrichshain district as part of its primary school week. The company P. Johannes Müller provides the Montessori material. A teacher will be in the school class on Sunday, November 6th and in the afternoon on weekdays to instruct the children who want to deal with the Montessori teaching aids, as was the case in the Wertheim exhibition, and to instruct the adults Request to explain the material and its use The exhibition is located in the school Petersburger Strasse 4. The winter festival of the German Montessori Society will take place this year on December 3rd in the Brothers Club House, Kurfürstenstrasse 115/116. The entrance fee for members is 3 marks. - Admission tickets can be ordered at the office of the German Montessori Society, they can also be received there. Upon request, we will send them cash on delivery.]

Language: German


Questions About Montessori Education Today

Available from: ERIC

American Montessori Society (AMS), Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: In three parts, this symposium presentation to the American Montessori Society: (1) comments generally on current perceptions of Montessori education; (2) poses questions about practices in Montessori classrooms that challenge Montessori educators' core beliefs about Montessori education; and (3) discusses the cutting edges of contemporary Montessori methods education. In addition to general comments, Part 1 provides a discussion of the function of ideology in early childhood education and ways of opening closed belief systems to rational examination. Questions posed in part 2 concern essential aspects of classroom practices, the Montessori position statement, and general questions about Montessori theory to promote open discussion. Part 3, noting that a few decades ago the incorporation of pretend play activities into the Montessori classroom was the "cutting edge" of Montessori practices, asks such questions as "How would Maria Montessori respond to contempory educators' emphasis on project work and current advances in knowledge about teaching strategies that facilitate language development?" In conclusion, suggestions are offered on the substantial assets of the Montessori method, with a view toward future developments.

Language: English

Published: Urbana-Champaign, Illinois: University of Illinois, 1990

Book Section

The Rise and Fall of Anne George as America’s Premier Montessori Educator

Available from: Springer Link

Book Title: America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle

Pages: 101-143

Americas, Anne E. George - Biographic sources, North America, United States of America

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Abstract/Notes: Anne E. George, the first American trained as a directress by Montessori in 1910, is significant as the paramount Montessori educator in the United States from 1910 to 1915. George, who established the first American Montessori school in Tarrytown, New York in 1911, was also the English-language translator of Montessori’s book, The Montessori Method (1912). Alexander Graham Bell and his wife, Mabel, intent on promoting Montessori education, established the national Montessori Educational Association, with George as its Director of Research. George was also the headmistress of the Montessori schools supported by the Bells in Washington, DC. In addition, George was Montessori’s aide and translator during her extensive lecture tour in 1913. Montessori’s relationship with George deteriorated. Montessori revoked Anne George’s credentials as a Montessori directress in 1915. The ever-loyal George, who strived to replicate the Montessori Method in American private schools, and, once, the premier American Montessori educator, was discredited by her mentor. After her marriage in 1919, George never returned to the field of education.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-54835-3

Series: Historical Studies in Education

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