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Book Section

Montessori- und Waldorfpädagogik im Praxistest – Highlights aus einem empirischen Forschungsprojekt (Heiner Barz)

Available from: Springer Link

Book Title: Bildungserfahrungen an Montessorischulen: Empirische Studie zu Schulqualität und Lernerfahrungen

Pages: 1-19

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Abstract/Notes: Waldorf- und Montessori-Schulen werden häufig in einem Atemzug genannt, weil sie als die bekanntesten Alternativkonzepte zur staatlichen Regelschule gelten. Auch ist inzwischen eine erhöhte Verwechslungsgefahr dadurch entstanden, dass zahlreiche an Montessori-Prinzipien orientierte Einrichtungen sich mittlerweile „Waldkindergarten“ nennen.

Language: German

Published: Wiesbaden, Germany: Springer Fachmedien, 2013

ISBN: 978-3-531-19089-1

Book

Umweltbildung an Reformschulen: Leitbildanalysen an Montessori- und Waldorfschulen

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Language: German

Published: Berlin, Germany: Logos, 2000

ISBN: 3-89722-531-X

Book

Ein kritischer Vergleich der Montessori- und Waldorfschule mit der Regelschule im Pflichtschulbereich besonders im Hinblick auf Motivation

Motivation (Psychology)

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Language: German

Published: [Linz, Austria]: [s.n.], 1996

Article

Freedom to Learn [Waldorf education]

Publication: Montessori Courier, vol. 2, no. 2

Pages: 24–25

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Language: English

ISSN: 0959-4108

Article

Imagination or Reality: Steiner Waldorf and Montessori

Publication: Montessori International, vol. 9, no. 4

Pages: 34

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Language: English

ISSN: 1470-8647

Doctoral Dissertation (Ph.D.)

An Exploration of the Experience of Teachers in Facilitating Meta-Learning Among Students in Christian Montessori Schools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: This basic qualitative research records the author’s findings from the one-on-one in-depth personal interviews with twenty-three teachers, trainers, and administrators working for the Christian Montessori schools. The purpose of the study was to explore the experiences of the teachers in facilitating meta-learning, the how-to-learn and the why-to-learn, among students in the Christian Montessori schools. The findings are as follows: First, both the Montessorian training and the Christian spiritual preparation of the teachers in the Christian Montessori schools enables them to effectively facilitate both the how-to-learn and the why-to-learn meta-learning, which endorses their claim that they are the true heir of the original Montessori method; second, the teachers’ most meaningful way of facilitating meta-learning is students’ receiving spontaneous training through the teachers’ respectful scaffolding; third, the Christian Montessori school model is an integrated and viable system for educational reform pursuing both the how-to-learn and the why-to-learn at the same time.

Language: English

Published: Deerfield, Illinois, 2020

Doctoral Dissertation (Ed.D.)

Negotiating Dual Accountability Systems: Strategic Responses of Big Picture Schools to State-Mandated Standards and Assessment

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The No Child Left Behind Act of 2001 mandated that states implement standards and test-based accountability systems. In theory, local educators are free to select the means for teaching the standards so long as students achieve a predetermined proficiency level on the exams. What is unclear, however, is how this theory plays out in schools committed to educational approaches that are seemingly incompatible with state-determined standards and testing. This dissertation examines how such schools strategically respond to the opposing demands of their program design and these government mandates. This qualitative study focuses on five schools affiliated with the Big Picture Learning (BPL) network. BPL offers an example of an educational program whose emphasis on individualized interest-driven learning and authentic real-world assessment is not easily aligned with standards-driven content and tests. This study considers empirical research on school-level response to externally imposed accountability mandates (Carnoy, Elmore & Siskin, 2003). In addition, it draws on sociology's organization-environment relations literature including institutional isomorphism (DiMaggio & Powell, 1983), agency (DiMaggio, 1988; Oliver, 1991) and the theoretical models of bridging, buffering and decoupling (Scott & Davis, 2007) to create a conceptual framework of how these BPL schools negotiate competing expectations. Findings show that these schools filter state demands for accountability through the lenses of both individual teachers and Big Picture design. While taking action both to meet the demands and protect the core program, schools internalize the value of a standards-based curriculum and increase internal accountability to incorporate content-standards while simultaneously rejecting the validity of testing and gaming the system. Currently, failure to meet state mandates comes with such severe consequences that these schools may be forced to choose between radically morphing to survive or maintaining integrity and possibly closing. However, if the regulatory climate becomes less standardized and more qualitative, these schools could be forerunners in meeting revised mandates. The study suggests policy implications surrounding the intersection of belief systems, consequences and strategic responses. It offers a cautionary tale about the power of the state, the precarious nature of falling outside state norms and what prioritizing bureaucratic efficiency may mean for innovation in education.

Language: English

Published: Cambridge, Massachusetts, 2012

Doctoral Dissertation (Ed.D.)

Square Pegs in Round Holes: Montessori Principals' Perceptions of Science Education in Texas Public Schools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The purpose of this phenomenological study was to examine the perceptions of Texas public Montessori school principals as instructional leaders in science. Twelve public Montessori school principals were interviewed for this study. Two research questions were used: How do public Montessori principals perceive Texas science standards in public Montessori Elementary classrooms? How do principals view their role as an instructional leader in elementary science related to teachers' effectiveness and student outcomes? Research question one resulted in the following themes: (a) aligning curricula to the Texas Essential Knowledge and Skills (TEKS), (b) engaging science instruction as integrated and hands-on lessons, (c) emphasizing required district and state assessments, and (d) incorporating traditional teaching methodologies to support Montessori instruction. Research question two yielded common themes: (a) balancing Montessori methodologies and philosophies in public school settings with competing demands, (b) monitoring assessment scores as the determination of student success, (c) working in collaboration to support teacher effectiveness, and (d) providing resources and support to teachers. Implications for Montessori practitioners: paradox of Montessori education in a public school setting, strong support for science in classrooms from the principal and a need for continued research around Montessori education in public school settings.

Language: English

Published: Beaumont, Texas, 2013

Doctoral Dissertation (Ph.D.)

Diverse Parents, Desirable Schools: Public Montessori, Fit and Conflict in the Era of School Choice

Available from: ProQuest - Dissertations and Theses

African American community, African Americans, Americas, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, North America, Public Montessori, School choice, United States of America

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Abstract/Notes: One of the fundamental social problems in America is how to create racially diverse schools. While policy makers are slow to fix underlying housing segregation or return to busing, creating racial diversity through school choice is widely popular across the political spectrum. How can school choice create more racial and socioeconomic diversity, instead of increasing segregation?

Language: English

Published: New Haven, Connecticut, 2016

Doctoral Dissertation

Measuring Parent Perception and Understanding of Montessori Education in Three Massachusetts Montessori Schools

Available from: University of Pepperdine

Americas, Montessori schools, North America, Parent participation, Parents - Perceptions, United States of America

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Abstract/Notes: The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding of the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8. The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom. Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices. The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions. If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.

Language: English

Published: Malibu, California, 2015

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