Abstract/Notes: Describes a series of lectures organized by the Charity Society of Buenos Aires delivered in Oct 1926. Maria Montessori delivered the first lecture during her visit to Argentina.

Language: English

ISSN: 2332-9424

Abstract/Notes: It is a very difficult task to provide adequate education in the United States for children living in an inner-city environment, with problems of poverty, minority status, drugs, crime, gangs, suicide, despair, and many single-parent households. This is a Case Study of how one Arizona inner-city poverty community has risen to answer these educational demands for its children through a Montessori theory-based Charter Pre-12 school. The 650 student population served in this school is approximately 80% Hispanic American, 12% African American, and 8% Native, Asian and European American. Data were gathered from extensive interviews, observations, and document analysis. They were analyzed and evaluated in three ways: first, according to a literature review of the educational theories of Maria Montessori, then according to those of Paulo Freire, and lastly, according to a review of Charter school books, articles, and government documents available up to January of 2000. The results were an in-depth description of first, the history of this community's needs, its struggle to establish and fund the school, then the resulting educational program which it developed and implemented, and lastly, the community's positive evaluation of it's efforts. The curriculum described had extensive use of ESL and cultural appreciation programs, hands-on student initiated and student-implemented programs, integrated curriculum and critical thinking programs, job-skills related programs, self-esteem and character development programs, and Sustainable Systems Ecology Education demonstration programs. All these findings were presented in a manner which could be useful to other Administrators, who might desire to use this school's example to begin or to improve their own programs for a similarly disadvantaged inner-city population. Conclusions were that after five years of operation, this community empowerment school has indeed found methods, curriculum and programs that have successfully helped to meet the emotional, cultural, moral, and educational needs of the children in this particular poverty community. Conclusions were also that this community's experiences are valuable and appropriate for examination by other prospective Charter school Administrators from similar communities.

Language: English

Published: San Francisco, California, 2000

Abstract/Notes: a "The underlying motives of school choice emerged as major courses of action to offer parents opportunities for education in the free market enterprise and to limit the racial desegregation of public schools. This policy became known as "freedom of choice." Historically, parental choice of schools was the option of parents who could afford the tuition of private or parochial schools. The first options for public school choice appeared during the 1960's. Today, magnet schools are the most popular form of school choice. Montessori schools have become a well-liked preference of magnet school options. Fifteen years ago, there were approximately 50 public Montessori schools in the United States. Today, there are between 250 and 300 public Montessori schools. While research has been accumulating on why parents choose a particular type of school (parochial, private, magnet, charter, or local public school) far less is known about why parents choose a particular curriculum. The purpose of this dissertation is to explore how parents navigate school choice decisions and why they choose Montessori schools over other available options. This dissertation further examines if parents' educational choices correspond to their reasons for selecting Montessori schooling and the impact family income and ethnicity have on their preference for Montessori. The methodology of this study utilized a mixed methods research medium. The mixed methods approach blended two different research strategies, qualitative and quantitative. Recognizing the overlap between qualitative and quantitative research methods, the data from self-report surveys were supplemented with semi-structured interviews. Three hundred surveys were distributed to the parents of the Montessori school and interviews were held with ten parents of the same school. Of the original 300 surveys, 132 were returned and comprised my final sample. The quantitative findings indicate that parents who choose the Montessori school use... OCLC Record: 866942318

Language: English

Published: Greensboro, North Carolina, 2007

Abstract/Notes: This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form of found poetry. Emerging themes of Cosmic Education as a pedagogy of place and how that pedagogy of place contributed to agency in social justice were identified.

Language: English

Published: Nacogdoches, Texas, 2017

Abstract/Notes: This ethnography drew on Vygotsky's (1986, 1978) sociocultural theory of development to understand social emotional learnings of young children. The unique K-8 span of circle group--coupled with intentional activities--provided the rich context for language and interactions between students. Examining a school with a mature philosophy and established practices highlighted the in-depth exploration of interactions in a multiage context. Young children depend on and are influenced by their context, linking to data collection methods appropriate for young children. Observations and fieldnotes of circle group interactions were aided by videotape which was utilized as a prompt during focus group interviews the following day (Graue & Walsh, 1995). Additional interviews with school personnel and parents explored perceptions pertaining to multiage groups and student experiences at the site. Artifact analysis included notebook entries by students who voiced concern and questions about what happened in school. Evidence of practicing nurturing relationships and exercising voice in circle group indicated multiage grouping complements the ideal of democratic practices in a school setting (Glickman, 1998; Goodlad, 1996; Parker, 1996). Students were active participants in democracy, believing that they had something to offer each other and the larger community. Circle group provided regular practice in expressing ideas and dealing with conflict. Intentional student-engaging activities were cooperative in nature, and open-ended, allowing all students to be participants. This wide span of ages and abilities enabled both--younger and older students--to be the capable one in circle group.

Language: English

Published: Laramie, Wyoming, 2009

Abstract/Notes: Montessori education emphasizes the development of prosocial skills, which are correlated with positive educational and behavioral outcomes in both middle-class and low-income school environments. Two recent studies document the effectiveness of the Montessori approach in this area. Historically, the Montessori method, developed in Italy in 1906, became widespread in American independent schools in the 1950s. With the advent of charter school legislation, the number of public Montessori schools serving lower income children has been increasing over the last decade. The purpose of this study was: (a) to observe and describe how Montessori teachers foster prosocial skills, and (b) to explore whether and how this differs in public and private Montessori schools serving students of different backgrounds/SES. Five mixed-age (first-third grade) Montessori classrooms (two private, three public) were observed and videotaped on two occasions between December 2006 and February 2007. An observation tool developed for non-Montessori classrooms was used to record teacher behaviors linked to prosocial skills development. Similar teacher strategies to promote prosocial skills were recorded in both the public and private schools. These similarities were apparent despite vastly different student and school characteristics. A number of teacher strategies typically associated with the promotion of prosocial skills which were emphasized in the observation tool were not observed in either school. The findings of this study raise questions about the use of observation tools outside of the context in which they were developed. This finding may also be attributed to the timing of the observations (in winter), as the teacher behaviors are more likely to be exhibited during the first few months of school. Interviews with teachers and principals also revealed different leadership needs of a start-up school as opposed to an established school.

Language: English

Published: Philadelphia, Pennsylvania, 2007

Abstract/Notes: The present study compares elementary school children from Traditional and Montessori programs. The purpose is to investigate how different educational philosophies and teaching methods affect perceived levels of self-esteem, self-efficacy, prosocial behavior and aggressive behavior in children. The participants in this study consisted of second through sixth grade students who were attending Montessori and Traditional schools since the age of five, or earlier. All children completed the Washington Self-Description Questionnaire (WSDQ), three subscales of the Children's Multi-dimensional Self-Efficacy Scales (i.e., academic achievement, self-regulated learning, & social), the Physical and Verbal Aggression Scale, and the Prosocial Behavior Scale. No significant differences were revealed between the Montessori and Traditional programs in relation to the children's perceived levels of self-esteem, self-efficacy for academic achievement, self-efficacy for self-regulated learning, social self-efficacy, or prosocial behavior. However, the Montessori children reported significantly lower levels of physical/verbal aggression than the Traditional children. Moreover, as Montessori children develop a heightened ability to work within a group of peers, they seem to develop lower levels of physical/verbal aggression, which was not found among Traditional children. Furthermore, Montessori children's perceived ability to make and keep friends of the same gender was found to significantly improve with increased years in the program, which was not found in the Traditional method. For Montessori children, their perceived ability to work together in a group was found to be positively associated with heightened levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Furthermore, the Montessori children's levels of self-esteem were correlated significantly with their perceived levels of self-efficacy for academic achievement and self-efficacy for self-regulated learning. Although Traditional children were also found to gain self-efficacy for self-regulated learning through working together at young ages, as they proceed to higher grade levels, their self-efficacy for self-regulated learning decreased.

Language: English

Published: San Juan, Puerto Rico, 2002

Language: English

Published: Nashville, Tennessee, 1976

Abstract/Notes: The individual through earliest recorded history reveals contradictory views of the human life-span. "Am I a free and unique individual, able to make choices and decide my own destiny?, or, "Am I only a victim of circumstance, a speck of dust in the universe's whirlwind of fate?" Each view is recognized in education and psychology, but the latter outlook is often prominent in schools which discourage decision making. Throughout the life-span, however, the individual must make choices. Allowing the young student to progress on the road to autonomy, requires a new educational outlook. How might teacher education focus on this new perspective? Rational Autonomy (RA) is an original conceptualization of the psychological foundations for a learning-teaching theory of practice; one which promotes autonomy and reasonable decision making in children and adults. Its purpose is to provide a framework for the development of an autonomous educator who may conceptualize the interaction between the dichotomies of autonomy and rationality. These values are imbedded within the leitmotif of liberty and freedom; individuality and socialization; creativity and cooperation all natural tensions within a democracy and a democratic classroom. Cognitive psychologies today advance a view reflecting an autonomous individual who is interactive, purposeful and capable of conscious decision making. Montessori (1870-1952) recognized these traits as inherent in most children. Viewing autonomy and reason as the individual's means to full cognitive and personality development, she proposed an expansive educational psychology which would anticipate this view in cognitive psychology. Until now, few psychological definitions were available to define Montessori's theories. Thus, this thesis defines existent psychology as providing a "Social Cognitive Field" frame in which to define her theories and derive a new concept. The concept of Rational Autonomy incorporates psychological principles from human development, social, personality and learning theories. Constructs are demonstrated by interaction models of the child, family and educator. These are exemplified in a school program through a site and case study. Elementary and early childhood teacher education extends the Design into a life-span theory. The mentor-teacher relationship, curricular implications, educator group facilitation and university aims are included in the RA Design.

Language: English

Published: Corvallis, Oregon, 1989

Abstract/Notes: In the first half of the 20th century, Maria Montessori (1870-1952) created a radical approach to early education that she believed had the potential to aid political and socio-cultural transformation on a global scale. This study utilises critical theory and insights from the reconceptualist early childhood education movement to contextualise the background and examine the currency of Montessori’s vision of social justice for the child and subsequent world peace. The research focuses on the reflections of graduates from the Bachelor of Education (Montessori Early Childhood Teaching), a model of teacher education developed at the Auckland University of Technology. The study utilised socio-biographical inquiry and case study as key research tools. Participants were drawn from graduates in their first, second and third year of early childhood teaching practice. The specialty degree aims to highlight the social advocacy role of Maria Montessori with regard to children’s rights and as teachers qualify and enter the field, the project explores differences and similarities that they meet in the interpretation of Montessori philosophy. Information was also sought on the factors that support or challenge the development and resilience of teachers during their first three years of practice in the field. In particular, the study considers the relationship between the philosophy and practice of Montessori teachers in Aotearoa-New Zealand with reference to Montessori’s vision and explores how a teacher preparation model can be authentically reconciled with a social justice perspective. Case studies in four early childhood centres exemplify how a framework derived from Montessori philosophy supports development of the ‘just community’. This research has yielded information on the development of effective practice in early childhood education using the construct of critically engaged pedagogy. Insights arising from the project may therefore contribute to advancing both the literature and practice of Montessori education and especially in the New Zealand teacher education context.

Language: English

Published: Auckland, New Zealand, 2011