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Article
Changing Careers: From Corporate Executive to Full Time Parent
Publication: Montessori Matters, no. 1
Date: May 1999
Pages: 15–17
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Language: English
Article
An International Teaching Career [Jeanne van Dyk]
Publication: Montessori Education, vol. 7, no. 3
Date: Dec 1995
Pages: 8
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Language: English
ISSN: 1354-1498
Article
A Singular Vision: Madeline Justus on the Commitment That Has Shaped a 50-Year Career [Spring Valley School, Federal Way, Washington]
Publication: Public School Montessorian, vol. 6, no. 3
Date: Spring 1994
Pages: 10-11
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Language: English
ISSN: 1071-6246
Article
Designing the Montessori Coaching Tool Elementary Rubric for Early-Career Professional Development
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 2
Date: 2021
Pages: 25-61
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Abstract/Notes: Becoming a competent Montessori Elementary guide is a complex process, so we are developing the Montessori Coaching Tool Elementary (MCT-EL) rubric to describe teaching-practice expectations for self-reflection and formative feedback during the critical early period in a teacher’s development. The purpose of this article is to share results from a small-scale, online survey collecting both qualitative and quantitative feedback on the rubric from experienced Montessori Elementary teacher educators. The rubric’s content was based on Maria Montessori’s writings and welldocumented Montessori practices, which we translated to specific teacher behaviors and developmental progressions. We wanted to gauge the MCT-EL rubric’s usefulness and appropriateness from the perspective of experts who have significant depth of experience mentoring new teachers. The rubric was not developed to be used for performance evaluation, promotion, or retention but rather for early-career Montessori teachers’ self-reflection. It provides a framework for coaching conversations between the early-career Montessori teacher and a Montessori mentor. Results from the study identified overall support for use of the MCT-EL rubric with developing teachers, along with specific recommendations for revisions, additions, and deletions. Using a thorough review of the data, we developed a refined MCT-EL rubric, which is provided in Appendix B and is available for use by interested practitioners in the field.
Language: English
ISSN: 2378-3923
Article
Cradle to Career in Logan Heights
Available from: MontessoriPublic
Publication: Montessori Public, vol. 5, no. 1
Date: Fall 2020
Pages: 10
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Language: English
Article
Educational Notes; St. Andrews Summer School for Teachers
Available from: HathiTrust
Publication: The Herald of the Star, vol. 8, no. 3
Date: Mar 1, 1919
Pages: 159
Europe, Northern Europe, Teacher training, Theosophical Society, Theosophy, United Kingdom
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Language: English
Article
Montessori Education at a Distance, Part 2: A Mixed Methods Examination of Montessori Educators’ Response to a Global Pandemic
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 1
Date: 2021
Pages: 31-50
Americas, COVID-19 Pandemic, Montessori method of education, North America, Remote learning, United States of America
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Abstract/Notes: This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the Journal of Montessori Research. First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child’s growth and development remained front and center, Montessori teachers’ approach to academics looked very different under distance learning. Still, the ongoing attention to children’s social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship.
Language: English
ISSN: 2378-3923
Article
The (Missing) Politics in Environmental and Sustainability Education
Available from: ERIC
Publication: NAMTA Journal, vol. 43, no. 3
Date: Summer 2018
Pages: 23-31
North American Montessori Teachers' Association (NAMTA) - Periodicals, Sustainability
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Abstract/Notes: David Orr suggests that environmentalist and peace educators must teach civics, law, government, and political history to deeply cultivate an understanding of the influences and policies that create and perpetuate environmental destruction and humanitarian crises. Citizens, especially students, must comprehend the political forces and the public interests that have created the current destabilization of our environment and human community and must become civically and politically engaged to affect actual policy change.
Language: English
ISSN: 1522-9734
Article
New Trends in Early Childhood Education
Publication: Chinese Education Review, vol. 19, no. 2
Date: 1927
Pages: 1-9
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Language: Chinese
Article
Women’s Role in Early Childhood Education in Europe
Available from: Springer Link
Publication: International Journal of Early Childhood, vol. 25, no. 1
Date: 1993
Pages: 67-75
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Abstract/Notes: The history of education is mainly a history of male educators and their ideas and systems of education, whereas the history of early childhood education is to a large extent a field of history where women have been the actors and to some extent also the writers about early childhood education. But this history is coloured by the withdrawn and to a large degree subordinate status of women, which is also reflected in the way history is written: A history of invisibility and anonymity, which also may have affected the place early childhood education has had in general educational history...
Language: English
DOI: 10.1007/BF03174635
ISSN: 0020-7187, 1878-4658