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Article
The American Montessori Picture - Some Reconsiderations
Publication: American Montessori Society Bulletin, vol. 1, no. 1
Date: 1963
Pages: 1-3
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Language: English
ISSN: 0277-9064
Doctoral Dissertation
The Montessori Elementary Curriculum Content and the Corresponding American Curriculum: A Cross-Cultural Study
Available from: ProQuest - Dissertations and Theses
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Language: English
Published: Washington, D.C., 1958
Doctoral Dissertation
American Writings on Maria Montessori: An Inquiry into Changes in the Reception and Interpretations Given to Writings on Maria Montessori and Montessori Educational Ideas 1910-1915 and 1958-1970
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this dissertation will be to survey and analyze American writings on Maria Montessori and her educational system, in order to show how the idea of Montessori education has interacted with some changing American ideas and social forces. These changes in social and intellectual currents can be likened to a shift from centrifugal to centripetal force; or to the expansion and then the contraction of a universe. The central metaphor is the same. It is applicable to, and illustrative of, much about the changing social and educational scene in America. The writings on Montessori, examined against this framework, should provide a new view on certain changes in American educational thinking.
Language: English
Published: Kent, Ohio, 1973
Doctoral Dissertation
Where Have All the Children Gone? A Case Study of Three American Preschools
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: In sociological investigation, Weber (1968) believes that concrete historical events can be interpreted in terms of social action. These patterns of action differ from historical accounts, which explore the importance of causal explanation of individual events. Entwistle and Alexander (1993) contend that sociologists of education have paid little attention to patterns of class interaction and inequality in preschools. Adding to Hartley's (1993) work on nursery schools in Scotland, and using an organizational model with a sociohistorical standpoint, this ethnographic case study helps to bridge that gap by concentrating on the historical and ecological contexts of (1) a Laboratory school; (2) a Montessori school; and, (3) a Head Start center. The central problem of the study seeks an answer to the question "If inequalities in preschools exist, what do they look like?" This study assumes that historically educational systems have exerted a form of social control over children in order to transmit cultural values. Part I of the study examines ancient and modern societies, their cultures and their philosophical grounding to reveal the values and trends that contribute to social change in the early education of children. Part II adds a triangulation strategy to explore the ecology (environment and culture) of the three schools in the study. These strategies include archival content analysis of the preschool organizations, nonparticipant observation of the classrooms (Bell, 1993), intensive interviewing of the staff and administration members and a brief survey of the preschool parents. This study draws from the sociology of Weber's "ideal bureaucracy," Berger's "bureaucratic cognitive style," Elias' "civilizing process," Bernstein's "visible and invisible" pedagogy, Bourdieu's "cultural capital" and Anyon's "biased ideological messages." In this exploratory study, the data analysis uses a descriptive methodology, not to draw conclusions, but similar to Glaser and Strauss' "grounded theory" to introduce questions to be explored further by researchers. A final section on policy recommendations is included.
Language: English
Published: Boston, Massachusetts, 2000
Master's Thesis (Action Research Report)
You Don’t Need to Speak to be Heard: The Effects of Using American Sign Language with Hearing Lower Elementary Montessori Children
Available from: St. Catherine University
Action research, American Sign Language (ASL), Language acquisition, Lower elementary, Montessori method of education
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Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.
Language: English
Published: St. Paul, Minnesota, 2019
Master's Thesis (Action Research Report)
Self-Efficacy: A First-Generation American Educator Teaching in a Culturally Diverse Montessori Classroom
Available from: St. Catherine University
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Abstract/Notes: This action research project investigated my teacher efficacy in a multicultural classroom with children ages 3 to 6. This was a self-study that I started during my first year of teaching in a private school in downtown Chicago. As a first generation American, I was the only participant. Throughout the four-week study, I responded to journal prompts where I reflected on daily readings of anti-bias literature and my past schooling experiences. I measured my teacher efficacy and confidence levels through weekly attitude scales and pre and post self-assessments. My emotions were tracked with tally sheets. The data showed an increase in positive emotions vs. negative emotions, higher confidence levels in teaching, and growth in confronting bias and engaging in discussions about anti-bias education. This study recommends further engagement in anti-bias media and taking the time to reflect before making decisions in my work as a teacher.
Language: English
Published: St. Paul, Minnesota, 2020
Article
American History Panel Presentation
Publication: AMI Elementary Alumni Association Newsletter, vol. 26, no. 1
Date: 1993
Pages: 3–5
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Language: English
Article
Study Montessori System; Many English and American Teachers Will Attend the Coming Course
Publication: New York Times (New York, New York)
Date: Nov 10, 1912
Pages: C4
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Language: English
ISSN: 0362-4331
Article
Latin American Montessori Bilingual Public Charter School, Washington, D.C., Hickok Cole
Available from: US Modernist Library
Publication: Architectural Record, vol. 198, no. 1
Date: Jan 2010
Pages: 98-99
Americas, Architecture, Bilingualism, Latin American community, North America, United States of America
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Language: English
ISSN: 0003-858X, 2470-1513
Article
Directory of American Montessori Teachers, December 1964
Publication: Bulletin of the American Montessori Teachers
Date: Dec 1964
Pages: D1-D14
American Montessori Society (AMS), Americas, North America, United States of America
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Language: English