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Article
AAMTE Talks Planned
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 2
Date: Winter 1991
Pages: 18
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Language: English
ISSN: 1071-6246
Article
NAMTA Announces Plans to Form Montessori Public School Consortium
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 1, no. 1
Date: Fall 1988
Pages: 15
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Language: English
ISSN: 1071-6246
Article
Individual Development Plans From a Critical Didactic Perspective: Focusing on Montessori- and Reggio Emilia-Profiled Preschools in Sweden
Available from: SAGE Journals
Publication: Journal of Early Childhood Research, vol. 9, no. 3
Date: 2011
Pages: 247-261
Comparative education, Europe, Nordic countries, Scandinavia, Scandinavia, Sweden
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Abstract/Notes: Individual development plans, which are sometimes designed as ‘agreements — contracts’, can be considered the most rigid type of regulation on the individual level in the history of preschool in Sweden. Today we speak about a deregulated school. This regulation seems to have changed its character, gradually drifting from school regulation to individual and self-regulation. The study aims to map and discuss the variation of content and positions for children in the documentation from all preschools in a municipality in the south of Sweden. Documentation and individual development plans (IDP) are studied from preschools with different pedagogical profiles. Materials from Montessori- and Reggio Emilia-inspired preschools are focused on. A critical didactic perspective refers to a discussion and critical scrutiny of the structure of contents, assessment and position of children in different types of documentation. The perspective leads to questions such as: how is content constructed, and what governs the choice of content in IDPs and documentation at the institutional and individual levels? How is content related to pedagogical profile? What identities and positions are formulated for children in relation to various contents and profiles? The empirical data in the study were gathered in 2008 and comprises text in the form of governing documents on different levels: as municipal guidelines, profile descriptions on the municipality’s websites and IDP forms. Tentative results show a variation with both similar and diverse constructions of contents and positions related to pedagogical profiles.
Language: English
ISSN: 1476-718X
Article
Another Free School on Montessori Plan: Institution Will Be Housed in the Foundling Orphan Home
Available from: Chronicling America (Library of Congress)
Publication: Washington Evening Star (Washington, D.C.)
Date: May 21, 1915
Pages: 7
Americas, Montessori method of education, Montessori movement, North America, United States of America
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Language: English
Article
To Direct School Work on Montessori Plan
Available from: Chronicling America (Library of Congress)
Publication: Washington Evening Star (Washington, D.C.)
Date: Apr 4, 1915
Pages: 5
Americas, Montessori Educational Association (USA), Montessori method of education, North America, United States of America
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Language: English
Article
Dr. Montessori Here with New Race Plan
Available from: Chronicling America (Library of Congress)
Publication: The Sun (New York) (New York, New York)
Date: Dec 4, 1913
Pages: 7
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Language: English
ISSN: 1940-7831
Article
Ball for Free Schools: Montessori Association Plans Benefit for Its Work
Available from: Chronicling America (Library of Congress)
Publication: New York Tribune (New York, New York)
Date: Feb 8, 1915
Pages: 5
Americas, Montessori Educational Association (USA), Montessori method of education, North America, United States of America
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Abstract/Notes: "A Mi-Carême ball will be given at the Plaza on March 11 for the benefit of the free Montessori Tenement Schools of New York. Mrs. E. Thompson Seton, of 512 Fifth av., is chairman of the finance committee of the New York Chapter of the Montessori Educational Association that is maintaining these institutions. One of the most interesting of these schools is situated in what was meant to be three tenements, south of the John Jay dwellings, at 77th st., near the East River. It consists of an office, a schoolroom, a playroom and kitchen. The schoolroom is equipped with low desks for the small children of the neighborhood and luncheon is served by the scholars themselves at a round table in the playroom. A canary and a frog are kept as pets."
Language: English
ISSN: 1941-0646
Book
Aanzet tot een werkplan voor een Montessori opleiding
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Language: Dutch
Published: Amsterdam, The Netherlands: Gem. opleiding voor kleuterleidsters bij het Montesori-onderwijs, 1981
Book
De Montessori-basisschool en het schoolwerkplan
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Language: Dutch
Published: Amsterdam, The Netherlands: Vereniging De Samenwerkende Landelijke Pedagogische Centra, Stichting Montessori Centrum, 1984
Doctoral Dissertation
Examining Adolescent Voices in Urban Montessorianism Within the Third Plane of Development
Available from: University of Louisville - Institutional Repository
Americas, Montessori method of education, North America, United States of America
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Abstract/Notes: Although there is a significant body of research surrounding Montessori education, little research has sought to capture the voices of adolescents, specifically high school students in urban settings (Dr. Montessori’s third plane of development) learning through the Montessori Method. Problem: Legislators, policy writers, district and school-level leaders mandate and implement reforms with minimal to no adolescent input. Further, adolescents are not part of the reform implementation process or identifying desired outcomes of said reform initiatives. Purpose: The purpose of this study was to examine adolescent’s perspective of their urban high school Montessori education, and their role in helping to develop a high school Montessori program in an urban setting. Research Design: This case study recorded and examined the voices of 11high school students in an urban high school who completed high school Montessori schooling. Data in this research study consisted of semi-structured interviews documents. Responses were coded into themes and interpreted through the lens Dr. Montessori’s four planes of development, with particular attention to the third plane. Findings: Participants in this study understand key differences between the Montessori method and traditional schooling. However, the path to that understanding was the result of one-off experiences for some students and programmatic, structured experiences for all students. Further, findings suggest that student input varied through program vi implementation, but was a key factor in program growth. Research Implications: Results from this study may offer insight into the benefits and liabilities of seeking student input when designing high school reform, and more specifically, urban students, teachers, and administrators implementing adolescent Montessori programs. These results may be used to engage teachers, principals, and policy writers around reform practices and policies that benefit student experiences and outcomes. Research Questions 1.From the adolescent’s perspective, how does the high school Montessori experience lead toward independent learning versus the traditional school experience? 2.From the adolescent’s perspective, how well were the Montessori concepts of Erdkinder brought to reality in an urban setting? 3.In what ways were student Agency evident in developing the urban high school Montessori program?
Language: English
Published: Louisville, Kentucky, 2022