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Il Quartiere di San Lorenzo: Storia dell'Incontro tra un progetto di Riqualificazione Edilizia e la Rivoluzione Educativa di Maria Montessori / The San Lorenzo Neighbourhood: History of an Encounter Between a Building Reclaiming Project and Maria Montessori's Educational Revolution
Book Title: Roma 1907: La Prima Casa dei Bambini di Maria Montessori / The First Children's House of Maria Montessori
Pages: 39-54
Children's House (Casa dei Bambini), Europe, Italy, Maria Montessori - Biographic sources, Montessori method of education, Montessori schools, Southern Europe
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Language: English, Italian
Published: Rome, Italy: Opera Nazionale Montessori, 2006
ISBN: 88-88227-33-4
Article
Montessori-Pädagogik mit Montessori weiterdenken!
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 34, no. 3-4
Date: 1996
Pages: 144-159
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Language: German
ISSN: 0944-2537
Article
Die Arbeitsgemeinschaft der Montessori-Schule Wien 10 [The working group of the Montessori School Vienna 10]
Available from: Atlante Montessori
Publication: The Call of Education / L'Appel de l'Éducation / La chiamata dell'Educazione: Psycho-pedagogical Journal (International Organ of the Montessori Movement), vol. 1, no. 3/4
Date: 1924
Pages: 232-237
Austria, Europe, Western Europe
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Language: German
Book Section
Die Umsetzung von Prinzipien der Montessori-Pädagogik an österreichischen Volksschulen unter besonderer Berücksichtigung der Freiheit des Kindes [The implementation of the principles of Montessori pedagogy in Austrian elementary schools with particular consideration of the freedom of the child]
Book Title: Untersuchungen und Ansätze zur Weiterentwicklung der Montessori-Pädagogik in Österreich [Investigations and approaches for the further development of Montessori pedagogy in Austria]
Pages: 55-74
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Language: German
Published: Innsbruck, Germany: Studien Verlag, 2009
Edition: 1st ed.
ISBN: 978-3-7065-4721-5 3-7065-4721-X
Series: Initiative neues Lernen
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
Article
Sličnosti i razlike pedagoških modela Marije Montessori, Rudolfa Steinera i Célestina Freineta [Similarities and differences of pedagogical models of Maria Montessori, Rudolf Steiner and Célestin Freinet]
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Školski vjesnik: časopis za pedagogijsku teoriju i praksu, vol. 56, no. 1-2
Date: 2007
Pages: 65-77
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Abstract/Notes: Ovim radom nastoji se istaknuti važnost alternativnih škola koje u svijetu paralelno s državnim školama funkcioniraju od prve polovice 20. st. Metodom komparativne analize prikazuju se tri originalna pedagoška modela: Montessori-pedagogija, waldorfske škole i Freinetov pokret. Posebna pozornost posvećena je teoretskim postavkama i didaktičko-metodičkim posebnostima navedenih pedagoških modela. Steinerova pedagogija temelji se na antropozofiji, Montessori pedagogija na antropologiji, dok je rad temelj Freinetove pedagogije. Zajednička sastavnica ovih alternativnih modela jest: sloboda u širem značenju, poštivanje djeteta kao individue, samostalan rad učenika, učenje istraživanjem, poticanje suradnje u kolektivu, promjena uloge učitelja, korištenje raznih materijala i tehnika u organizaciji učenja i nastave i općenito bolja priprema za život u društvu. Proučavajući temeljne sličnosti i razlike alternativnih školskih sustava, može se zaključiti da je rad i cjelokupna organizacija učenja i nastave uvelike drugačija nego u državnim školama. Obzirom da u Hrvatskoj postoji nekolicina škola koje rade po koncepcijama ovih pedagogija, svrha je rada da se zanimljiva didaktičkometodička rješenja implementiraju u postojeće državne škole, a time i poboljšaju razvoj pedagoškog i školskog pluralizma. [This article tries to point-out the importance of alternative schools which have existed in the world parallel with public schools from the first half of the 20th century. The method of comparative analysis shows three original pedagogical models: Montessori pedagogy, Waldorf schools and Freinet’s movement. Special attention was given to theoretical theses and didactic-methodological particularities of these pedagogical models. Steiner’s pedagogy is based on anthroposophy; Montessori’s pedagogy is based on anthropology, while in Freinet’s pedagogy work is fundamental. The models share the following characteristics: freedom in a broader sense, respect for the child as an individual, individual work of the student, learning through research, stimulation of group cooperation, use of different methods and materials in the organization of learning activities, and generally better preparation for life in society. By analyzing similarities and differences between alternative pedagogical models and those used in public schools, we can conclude that the overall organization of teaching classes differs considerably from that in public schools. Since there are only few schools in Croatia that work following the conceptions of these pedagogies, the main purpose of this work is to implement these interesting didactic-methodical solutions in the existing public schools and by doing so to enhance the development of pluralism in education.]
Language: Croatian
ISSN: 0037-654X, 1848-0756
Article
Expanding Montessori Education - Children's House of Montessori School in New Orleans to include students through the fourth grade
Publication: New Orleans Magazine, vol. 20
Date: 1986
Pages: 24
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Language: English
ISSN: 0894-4555
Master's Thesis (M.A.)
Montessori in the South Bronx: Considering Advantages for English Language Learners and Examining Tensions in New York City’s First and Only Montessori Public School
Available from: American Montessori Society
Americas, Language acquisition, Language development, Montessori method of education, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Published: New York City, New York, 2016
Article
Montessori in Guatemala: Montessori Education Goes to the Poorest of the Poor
Publication: Tomorrow's Child, vol. 1, no. 5
Date: Oct 1993
Pages: 12–14
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Language: English
ISSN: 1071-6246
Book
The Authentic American Montessori School: A Guide to the Self-Study, Evaluation and Accreditation of American Schools Committed to Montessori Education
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Language: English
Published: New York, New York: American Montessori Society, 2002