For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
MSAC Accredited Schools
Publication: The National Montessori Reporter, vol. 29, no. 2
Date: 2005
Pages: 32
See More
Language: English
Master's Thesis
Virtualizing Montessori: Experiences of Teachers Working in a Fully Remote Montessori Preschool
Available from: DiVA Portal
Montessori method of education - Teachers, Montessori schools
See More
Abstract/Notes: Virtual preschool seems to contradict the Montessori Method, a hands-on, sensorial-based early childhood curriculum. However, many virtual Montessori schools, borne out of the temporary need for isolation due to the Covid-19 pandemic, seek to continue this new implementation of Montessori education permanently. This qualitative study examined how eight preschool teachers in one US-based virtual Montessori program described how they made sense of implementing the Montessori curriculum in an online setting, how they understood the academic and social experiences of their preschool students, and what advantages and disadvantages they perceived for children in the enactment of Montessori education in the virtual format. Using a thematic analysis, this study found that teachers described many adaptations to Montessori education in the virtual format, including to the materials and to the class structure. They felt that their offerings generally met the academic and social needs of their students, while staying as true to the Montessori Method as possible. Teachers found various advantages in the enactment of virtual Montessori school, including the potential to reach children and families who would otherwise not have access to Montessori education in their local communities. Teachers also found various disadvantages, including the uncertainty of the future of the program, and the interference of the screen in a child’s path towards deep concentration, and did not feel that virtual Montessori preschool was an adequate stand-alone replacement for in-person Montessori preschool. Further research is needed on the effectiveness of other virtual Montessori preschools, on the experiences of children completing a full three-year cycle in the virtual Montessori Children’s House program, and on the academic and social readiness of children emerging from virtual Montessori preschool programs for both in-person Montessori and traditional elementary school.
Language: English
Published: Linköping, Sweden, 2022
Article
Newspaper Notices Announcing the Opening of the New Montessori School
Publication: Beinn Bhreagh Recorder, vol. 13
Date: Jul 31, 1913
Pages: 253-263
Americas, Montessori method of education, Montessori schools, Montessori schools - Photographs, North America, United States of America
See More
Abstract/Notes: Includes transcripts of articles/news reports from "The Washington Herald", "The Evening Star" (Washington, DC), and "McClure's Magazine".
Language: English
Article
La Educación Prescolar en el Ecuador [Preschool Education in Ecuador]
Available from: Biblioteca Digital Casa de la Cultura de Ecuador (CCE)
Publication: Revista Ecuatoriana de Educación, vol. 7, no. 33
Date: Sep/Oct 1954
Pages: 6-7
Americas, Ecuador, Latin America and the Caribbean, Montessori method of education, South America
See More
Language: Spanish
Article
Uit de Montessorischool
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 4, no. 11
Date: Jun 4, 1921
Pages: 86
See More
Language: Dutch
Doctoral Dissertation (Ed.D.)
From Boutique to Big Box: A Case Study Concerning Teacher Change Transitioning to a Public Montessori Elementary School
Available from: ProQuest - Dissertations and Theses
Elementary education, Montessori schools, Public Montessori, Teachers
See More
Abstract/Notes: Public Montessori schools have grown in number significantly in the United States. This case study chronicles the journey of teachers as they navigate the tension of balancing the Montessori approach with an accountability Standards model. Although Montessori may be in demand among parents in the nation, exhibited by the increase in public Montessori schools, this approach remains in the niche, or boutique, versus the big box of standards education. In this case study, teachers from a large standards-based school in transition to becoming a public Montessori school answered self-reflective survey questions and were observed in their classrooms to verify their responses. Using this approach, the teachers' practice and reflections were compared and contrasted against the teachers' proclaimed continuum for balancing the dual curriculums of Montessori and Standards-based instruction. Twelve teachers were then interviewed and observed to examine their ability to change. The descriptive feedback from these teachers gave insight into the challenges and successes of implementing complex instructional change. Among significant findings was that some teachers in a short time were able to successfully balance the two curriculum mandates. This study's results revealed that given a complex criteria of support, motivated and experienced teachers could implement this change. This study opens the possibility that under certain circumstances, Montessori boutique education could be replicated in a public Big Box way.
Language: English
Published: Greensboro, North Carolina, 2013
Article
Organisatie in de Montessori School
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 9, no. 11
Date: Sep 18, 1926
Pages: 92
See More
Language: Dutch
Article
Webster Montessori School Ribbon Cutting Ceremony [location not noted]
Publication: AMI/USA News, vol. 18, no. 1
Date: Mar 2005
Pages: 7
See More
Language: English
Article
Schakels Tussen Huis en School [2]
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 6
Date: Mar 1953
Pages: 4
See More
Language: Dutch
Doctoral Dissertation
Learning by Doing with Maria Montessori's Fraction Material- an Analysis of Operations and Methematical Processes of Understanding of Primary School Children
See More
Abstract/Notes: Parent-teacher partnership could dramatically improve educational outcomes for students (Bikmaz & Guler, 2003; Epstein, 2001). However, most teachers and parents lack knowledge and resources for creating this relationship (Christenson, 2004; Epstein, 2001; Henderson & Mapp, 2002). The interactive handbook is a tool for Montessori elementary educators and parents that addresses the common barriers to connection and develops a partnership to provide a continuation of lessons and values from the classroom to the home. The implementation is focused on the Montessori elementary context as it correlates to the "cosmic education" philosophy. Current parents and teachers in the public and private sector of Montessori elementary education evaluated the handbook, and their feedback was incorporated to be the most relevant and effective tool possible. [Reviewed in AMI Communications 2008/1]
Language: English
Published: Münster, Germany, 2006