For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book
The Montessori Method and the American School
Available from: HathiTrust
See More
Language: English
Published: New York, New York: The Macmillan Company, 1913
Book
Proceedings of the 1963 American Montessori Society National Seminar
See More
Language: English
Published: New York, New York: American Montessori Society, 1963
Book
Montessori for American Children
Americas, Montessori method of education, Nancy McCormick Rambusch - Writings, North America, United States of America
See More
Language: English
Published: New York, New York: Montessori Materials Center, 1963
Book
American Montessori Manual: Principles, Applications, Terms
See More
Language: English
Published: New York, New York: American Montessori Society, [1970]
Book
Montessori's Flawed Diffusion Model: An American Montessori Diffusion Philosophy
Nancy McCormick Rambusch - Writings
See More
Language: English
Published: Princeton, New Jersey: Princeton Center for Teacher Education, 1992
Article
Marva Collins, American Public Education, and Maria Montessori
Publication: NAMTA Quarterly, vol. 8, no. 3
Date: 1983
Pages: ii-9
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
Article
The American Adolescent: Facing a "Vortex of New Risks"
Publication: NAMTA Journal, vol. 18, no. 3
Date: Summer 1993
Pages: 85-86
Carnegie Council on Adolescent Development, Educational change, North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Abstract/Notes: Excerpts from the Carnegie Council on Adolescent Development's report "Turning Points: Preparing American Youth for the 21st Century," issued in 1989, indicate the need to develop a more adolescent-centered approach to education in the middle grades that is very similar to the basic ideas of the Montessori method. (MDM)
Language: English
ISSN: 1522-9734
Doctoral Dissertation (Ph.D.)
Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools
Available from: American Montessori Society
African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America
See More
Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.
Language: English
Published: Charlotte, North Carolina, 2016
Doctoral Dissertation (Ph.D.)
The Essential and Unique Characteristics of a Contemporary American Montessori Curriculum Model for Children Ages 3 to 6
See More
Language: English
Published: Minneapolis, Minnesota, 1991
Honors Thesis
The Great Italian Educator: The Montessori Method and American Nativism in the 1910s
Available from: University of Kansas
See More
Abstract/Notes: The purpose of this project is to investigate to what extent Protestant nativism impeded the spread of the Montessori Method in the United States. The Montessori Method has experienced waves of popularity in America ever since it was first introduced in 1910. During the first wave of popularity, from 1910-1917, Dr. Maria Montessori, the founder, faced backlash from educators and educational philosophers for her scientific reasoning and her pedagogical and social philosophies. Some Montessori historians believe that these factors were critical in halting the spread of the Montessori Method in America in 1917. An additional theory is that Montessori’s personal identity, as an Italian Catholic woman, impeded the reception of her ideas in America. Considering that the time period was characterized by anti-Catholic rhetoric from political organizations as well as newspapers and journals, the theory makes sense. Research for this project was conducted by examining newspaper publications that covered the Montessori Method, rebuttals of the method published by American educators, and the books and articles written by Montessori advocates. Other primary sources include Catholic publications and Dr. Montessori’s own books and writings. Secondary sources, such as autobiographies of Maria Montessori’s life and examinations of nativist activity at the beginning of the 20th Century, help paint a picture of the state of America when Dr. Montessori visited in 1913. Overall, these sources indicate that anti-Catholic sentiments played a minor role, if any, in hampering the spread of the Montessori Method. Maria Montessori’s publicist, Samuel S. McClure, crafted a particular public image for Montessori, compatible with themes of social reform, Progressive educational reform, and feminism, which would appeal to most Americans. The creation of this public image is significant as it was a manifestation of the cultural upheaval experienced during the early 20th century and had lasting implications for Progressive education and the future of the Montessori Method in America. Supporters for the method emphasized the scientific foundation of the method, Dr. Montessori’s ideas for social reform through education, and the compatibility of the method with American ideals of individual freedom and responsibility. In the end, other factors such as leading educators’ disapproval of different aspects of the method, World War I, and Dr. Montessori’s personality led to the decline of the Montessori Method in America at that time.
Language: English
Published: Lawrence, Kansas, Apr 2019