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Doctoral Dissertation

Academic Achievement: Montessori and Non-Montessori Private School Settings

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: The purpose of this study was to describe the extent to which sixth grade elementary school students in Montessori school settings and sixth grade elementary school students in non-Montessori school settings differ with regard to academic achievement as measured by the Ninth Edition of the Stanford Achievement Test. Schools that are certified as "Montessori" must meet stringent requirements and although the Montessori philosophy has been implemented in the United States for a number of years, little research has documented its effectiveness, at least as based on students' scores on standardized tests. In the Rio Grande Valley, few Montessori schools are in place and even fewer administer such assessments. A causal-comparative research design with matched pairs was used to describe the difference in academic achievement of sixth grade elementary school students in Montessori school settings with sixth grade elementary school students in non-Montessori school settings. Archival data were analyzed using five separate t-tests for paired samples in which the raw scores for reading, mathematics, language arts, science, and social studies were the dependent variables for achievement for both sixth grade elementary school students in Montessori school settings and sixth grade elementary school students in non-Montessori school settings as measured by the ninth edition of the Stanford Achievement Test. The results indicate that the academic achievement in reading and mathematics of sixth grade elementary school students who have attended Montessori school settings is statistically significantly higher than the academic achievement in reading and mathematics of sixth grade elementary school students who have attended non-Montessori school settings. The knowledge gained from this study might assist educators and parents in search of the most effective education to offer children. It will also extend knowledge of Montessori and the effects that it has on the academic achievement of children.

Language: English

Published: Houston, Texas, 2008

Article

De la pédagogie Montessori aux inspirations montessoriennes: Réflexion sur la question des emprunts pédagogiques partiels dans les pratiques enseignantes [From Montessori pedagogy to Montessori inspirations: Reflection on the question of partial pedagogical borrowing in teaching practices]

Available from: CAIRN

Publication: Spécificités, vol. 12, no. 1

Pages: 31-55

Education - Study and teaching, Europe, France, Montessori method of education - Teachers, Teachers, Western Europe

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Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186

Doctoral Dissertation

Escola Montessori: um espaço de conquistas e redescobertas [Montessori School: a space for conquests and rediscoveries]

Available from: Universidade LaSalle - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Maria Montessori - Philosophy, Montessori method of education, Montessori schools, South America

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Abstract/Notes: A presente investigação focaliza os principais fundamentos da pedagogia montessoriana no que tange aos aspectos relativos à teoria e ao método propostos por Maria Montessori, desde o final do século XIX, e adaptados aos contextos educativo e curricular contemporâneos na Prima-Escola Montessori, localizada na Cidade de São Paulo. A referida Instituição tem seu trabalho reconhecido ao longo de quase três décadas no território brasileiro e também no plano internacional por ser a única instituição educacional sul-americana citada no Around the World in 100 Years – Montessori Centenary. Considerando, a priori, a pertinência de estudos que oportunizem o resgate da dimensão pedagógica na história do currículo das organizações educativas, este trabalho apresenta como problema de pesquisa a seguinte indagação: quais são as contribuições pedagógicas do modelo curricular montessoriano aplicado à Educação Básica na escola brasileira contemporânea? Para respondê-la, foi desenvolvida uma pesquisa, de cunho predominantemente qualitativo, baseada na observação participante por meio de entrevistas semiestruturadas e fotografias. Nesse sentido, o trabalho estrutura-se em três capítulos. O primeiro capítulo faz um resgate de fatos significativos da trajetória da vida pessoal e profissional de Maria Montessori; o segundo apresenta uma abordagem das ideias básicas da pedagogia científica desenvolvida por ela e a gênesis dos princípios, que fundamentam seu método educativo; e o terceiro fala sobre a pesquisa de campo realizada na Prima-Escola Montessori de São Paulo, com a intenção de permitir uma análise crítica entre teoria e prática e verificar quais são, na atualidade, os valores e as possibilidades desse sistema de ensino. [The following investigation focus on the main foundations for the montessorian pedagogy about aspects related to the theory and the method proposed by Maria Montessori since the end of the XIX century and adapted to contemporary educational and curricular contexts at Prima –Escola Montessori, in São Paulo. This school has been recognized for its work for almost three decades in the Brazilian territory and also internationally, being the only South-American one mentioned in Around the World in 100 Years – Montessory Centenary. Taking into consideration the relevance of studies that permit the rescue of the pedagogical dimension in History of the curriculum of the educational institutes, the following work presents, as research problem, the following question: What are the pedagogical contributions to the montessorian curricular model applied to Basic Education in contemporary Brazilian Schools? A predominantly qualitative research was developed to answer it, based on interactive observation, semi-structured interviews and photographs. For that objective, this work is structured in three chapters. The first chapter is a rescue of the significant facts related to Maria Montessori’s personal and professional life; the second presents an approach of basic ideas concerning the scientific pedagogy developed by her and the genesis of the principles that are the bases for her educational method; and the third is about the applied research at Prima-Escola Montessori in São Paulo, with the intention of permitting critical analysis between theory and practice and verifying the values and the possibilities of this teaching system nowadays.]

Language: Portuguese

Published: Canoas, Brazil, 2009

Article

Montessori, Blätter der Internationalen Montessori-Gesellschaft [Montessori, Papers of the International Montessori Society]

Publication: Zeitschrift für Angewandte Psychologie

Pages: 254

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Language: German

ISSN: 0948-5503

Article

Colegio Montessori-Palau de Girona: La casa de los niños Montessori [Colegio Montessori-Palau de Girona: The Montessori Children's Home]

Publication: Cuadernos de Pedagogía, no. 455

Pages: 16-22

Europe, Southern Europe, Spain

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Language: Spanish

Article

Presencia de la Pedagogía Montessori en revistas profesionales españolas. El caso de Infancia, Aula de infantil y Cuadernos de Pedagogía / Presence of Montessori Pedagogy in professionals Spanish journals. The case of Infancia, Aula de infantil and Cuadernos de Pedagogía

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 2

Pages: 166-176

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Abstract/Notes: Ofrecemos un estudio sobre la presencia y enfoque de la pedagogía Montessori en las revistas españolas In-fan-cia, Aula de infantil y Cuadernos de Pedagogía. Después de hacer un recuento de la totalidad de artículos que sobre esa pedagogía publicaron las citadas revistas hasta el presente, identificamos su enfoque y los temas abordados. Se encuentra una escasa, aunque creciente, presencia de artículos sobre la educación montessoriana. Al realizar el análisis de contenido, hemos descubierto que la mayoría de estos artículos se refieren a propuestas prácticas fuertemente relacionadas con los principios de la pedagogía Montessori. Considerados en su conjunto, en ellos aparecen todos los temas clave. Este estudio constituye un completo índice y una útil guía para aquellos lectores de lengua castellana que quieran introducirse en el estudio de esta original pedagogía. / This study analyzes the presence and approach of Montessori pedagogy in Spanish journals In-fan-cia, Aula de infantil and Cuadernos de Pedagogía. After recounting all articles about this pedagogy published in the aforementioned journals so far, it is identified the approach and addressed subjects. A small but growing presence of articles on Montessori education was found. In the content analysis, we have found that most of these articles refer to practical proposals strongly related to the principles of Montessori pedagogy. Taken together, key themes appear in all of them. This study is a comprehensive index and a useful guide for those Spanish language readers who want to know this original teaching.

Language: Spanish

ISSN: 2255-0666

Article

Montessori Revisited [Essay Review of Rita Kramer 'Maria Montessori: A Biography' and Mario Montessori Jr. 'Education for Human Development: Understanding Montessori' edited by Paula Polk Lillard]

Available from: Taylor and Francis Online

Publication: Educational Studies, vol. 8, no. 2

Pages: 163-174

Book reviews

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Language: English

DOI: 10.1207/s15326993es0802_9

ISSN: 0013-1946

Article

Montessori-Pädagogik in der Gegenwart: zur deutschen Montessori-Konferenz in Frankfurt [Montessori pedagogy in the present: for the German Montessori conference in Frankfurt]

Available from: V&R E-Library

Publication: Bildung und Erziehung, vol. 5

Pages: 260-267

Conferences, Europe, Germany, Western Europe

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Language: German

DOI: 10.7788/bue-1952-jg33

ISSN: 0006-2456, 2194-3834

Master's Thesis

Glasba in gibanje: razvoj ritmičnih sposobnosti predšolskih otrok v vrtcih montessori [Music and Movement: The Development of Rhythmical Abilities of Children from Montessori Preschool]

Available from: Digital Library of the University of Maribor (DKUM)

Child development, Europe, Eurythmics, Montessori method of education, Montessori schools, Music education, Rhythm, Slovenia, Southern Europe

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Abstract/Notes: V magistrski nalogi smo obravnavali področje razvoja glasbenih sposobnosti s poudarkom na ritmičnih sposobnostih v povezavi z glasbenimi dejavnostmi in izhodiščem pedagoškega koncepta montessori. Želeli smo proučiti učinek glasbeno-gibalnih dejavnosti po konceptu pedagogike montessori na razvoj glasbenih sposobnosti predšolskih otrok iz vrtca montessori. Na podlagi relevantne literature s področja gibanja ob glasbi po konceptu pedagogike montessori smo oblikovali dva eksperimentalna programa. Zanimalo nas je, kakšen bo učinek teh programov in ali bodo otroci teh dveh eksperimentalnih skupin bolje razvili ritmične sposobnosti kot kontrolna skupina ter kakšne bodo razlike med napredki skupin. Uporabili smo neslučajnostni namenski vzorec 59 predšolskih otrok druge starostne skupine iz treh enot vrtca montessori iz osrednjeslovenske regije ter za potrebe raziskave prilagodili tri teste ritmičnih sposobnosti, ki smo jih povzeli po že oblikovanih testih. Najprej smo s testiranjem razvitosti ritmičnih sposobnosti v začetnem stanju ugotovili, da med skupinami ni statistično pomembnih razlik, nato sta obe eksperimentalni skupini tri mesece po trikrat tedensko izvajali eksperimentalna programa. Po koncu eksperimenta smo ponovili testiranje in zaznali statistično pomembne razlike med skupinami v razvitosti ritmičnih sposobnosti. Izvajanje obeh eksperimentalnih programov je imelo pozitiven učinek na razvoj ritmičnih sposobnosti predšolskih otroknajvečji učinek smo opazili pri eksperimentalni skupini 1, pri kontrolni skupini pa učinka neaktivnosti nismo zaznali. [In the master thesis the development of musical abilities with emphasis on rhythmical abilities in connection with musical activities based on the Montessori pedagogy was discussed. The study focused on the effect of music-movement activities that are based on the concept of the Montessori educational method on the development of musical abilities of children from the Montessori preschool. In accordance with the relevant literature from the field of musical movement based on the concept of Montessori pedagogy two experimental programs were developed. The interest of the thesis lies in the effect of these programs, if the children of the two experimental groups would develop better rhythmical abilities than the control group and what the difference in development between the groups would be. A non-probability sample, in which 59 second-age-group preschool children from three Montessori preschool units from Central Slovenia were selected, was used. For the purposes of the study, three rhythmical- ability tests, which had been adapted from previously created tests, were adjusted. An initial test of rhythmical abilities established that there are no major statistical differences between the two groups. Following this, the two experimental groups carried out the workshops of the experimental program, three times per week for a period of three months. After ending the experiment, the testing was repeated and crucial statistical differences in the development of rhythmical abilities were noted between the two groups. The implementation of both experimental programs had a positive effect on the development of rhythmical abilities of preschool children. The biggest effect was noticed in the experimental group 1, while an effect of nonactivity was not detected in the control group.]

Language: Slovenian

Published: Maribor, Slovenia, 2020

Article

Can the Montessori Method Have Developments in Secondary Education?

Publication: MoRE Montessori Research Europe newsletter

Pages: 6-7

⛔ No DOI found

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Abstract/Notes: Maria Montessori’s method is deservedly well-known in the child education field, where thebrilliant educationist successfully extended to normal children what she had experimented with subnormal ones. The applicative method in the “Children’s Homes”, destined to welcome children from three to six years of age, was later developed for very young children in the Montessori Birth Centres and for the slightly older children in primary school. Now, we wonder whether it also has interesting aspects for lower and upper secondary schools. Montessori indeed devised a complete course of development divided into four six-year periods, as Comenius had already done. She thus did not limit herself to childhood and wrote a book Dall’infanzia all’adolescenza which gives an affirmative answer to the question and provides some guidelines. But, especially her son, Mario Montessori, working in many courses on psychoarithmetic and psychogeometry, showed how the directive principles of the method are not only applicable, but are indeed very effective also for lower secondary schools. Mathematics offers particularly useful examples. But even the grammatical and logical analysis performed by affixing labels indicating the functions of various parts of the discourse, already started up in the Montessori method for primary schooling, both for Italian and foreign languages, may be extended to lower secondary schools. The abstract essence of the symbols take on a tangible feature without renouncing their conveyance of concepts. The education of preadolescents and adolescents is not, however, only intellectual. It is also an education for feelings, openness to social cooperation and character building. The broader range of Montessorian thought is felt in education for peace, meant as a world task. And, opening up to multiculturalism and combating every discrimination, it offers secondary education challenging perspectives. Thus, religious education, which in Spain and Italy Maria Montessori linked to Catholic education, may be extended in an ecumenical spirit also to other religions, such as the oriental ones that she got to know in India.

Language: English

ISSN: 2281-8375

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