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Article

Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I: The Environment

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 5, no. 1

Pages: 1-18

Angeline Stoll Lillard - Writings, Classroom environment, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Prepared environment

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Abstract/Notes: Maria Montessori developed a form of education in the first half of the last century that came to be called by her surname, and research indicates it often has positive outcomes. In the years since its development, tens of thousands of schools worldwide have called their programs Montessori, yet implementations vary widely, leading to confusion about what Montessori education is. Although there are varied opinions, here we use Dr. Montessori’s books and transcribed lectures to describe the conclusions of her work at her life’s end. We term this final conclusion authentic in the sense of “done in the traditional or original way,” (the primary definition of the adjective in Oxford English Dictionary, 2019). We do not claim that the original is superior to variants; this is an issue for empirical science. Our overarching goal is to provide researchers, policy makers, administrators, teachers, and parents with a benchmark from which to measure and evaluate variations from the education method Dr. Montessori bequeathed at the end of her life. In the ongoing search for alternative educational methods, the time-honored and burgeoning Mon­tessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, tem­poral, and social features. An appendix to Part II summarizes the features. In the ongoing search for alternative educational methods, the time-honored and burgeoning Montessori system is of considerable interest. Dr. Montessori conceptualized the system as a triangle for which the environment, the teacher, and the child formed the legs. Part I of this two-part article examines Dr. Montessori’s view of what constitutes the environment, in terms of its material, temporal, and social features. An appendix to Part II summarizes the features.

Language: English

DOI: 10.17161/jomr.v5i1.7716

ISSN: 2378-3923

Article

Montessori Method Applied to Varied and Multiple Handicapped Children in the Montessori Special School

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1978, no. 3/4

Pages: 27–31

Children with disabilities, Conferences, Inclusive education, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education, ⛔ No DOI found

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Abstract/Notes: Paper delivered at the 18th International Montessori Congress, Munich, Germany, 1977.

Language: English

ISSN: 0519-0959

Article

Aportes de la pedagogía Montessori en el aprendizaje del léxico de niños no lectores de preescolar [Contributions of Montessori method in the learning of vocabulary by non-reader children at preschool]

Available from: Universidad de Costa Rica - Portal de Revistas Académicas

Publication: Revista Lenguas Modernas [Modern Language Review], no. 33

Pages: 9-23

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Abstract/Notes: Incluso si el método Montessori no fue concebido originalmente para la enseñanza de lenguas extranjeras, consideramos que sus principios universales de formación de los niños y las niñas pueden ser aplicados igualmente para la clase de francés como lengua extranjera. El objetivo de la investigación fue iniciar a los niños y las niñas no lectores de dos grupos de preescolar de la Escuela Saint Benedict en la comprensión del cuento “Petit chat perdu” a través de los principios montessorianos. En cuanto a la metodología, se optó por una perspectiva cualitativa. Se utilizaron dos instrumentos: la entrevista y las observaciones de participantes y no participantes. Para la recolección de los datos se emplearon una tabla de observación y un diario de campo. El punto de partida consistió en extraer aportes útiles de la teoría Montessori para la clase de francés. Posteriormente, se puso en práctica una secuencia pedagógica que favorece la comprensión oral con actividades variadas inspiradas en la pedagogía respetando al mismo tiempo los principios de la teoría. Por último, se analizaron las ventajas e inconvenientes de dicha adaptación para iniciar a niñas y niños no lectores en el aprendizaje del francés como lengua extranjera. [Even if the Montessori method was not originally conceived for the teaching of foreign languages, we consider that its universal principles of training boys and girls can be applied equally to French as a foreign language class. The objective of the research was to initiate the non-readers of two preschool groups of the Saint Benedict School in the understanding of the story “Petit chat perdu” through the Montessorian principles. Regarding the methodology, a qualitative perspective was chosen. Two instruments were used: the interview and the observations of participants and non-participants. For data collection, an observation table and a field diary were used. The starting point was to extract useful contributions from Montessori theory for the French class. Subsequently, a pedagogical sequence that favors oral comprehension was put into practice with varied activities inspired by pedagogy while respecting the principles of theory. Lastly, the advantages and disadvantages of this adaptation were analyzed to initiate non-reader girls and boys in learning French as a foreign language.]

Language: Spanish

DOI: 10.15517/rlm.v0i33.38307

ISSN: 2215-5643, 1659-1933

Article

Montessori Method for Strengthening Communication Skills in English as a Foreign Language in Young Children / Método Montessori para el Fortalecimiento de las Habilidades de Comunicación en Inglés como Lengua Extranjera en Niños Pequeños

Available from: European Journal of English Language Teaching

Publication: European Journal of English Language Teaching, vol. 7, no. 1

Pages: 104-126

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Abstract/Notes: This work aims to strengthen the communication skills in English as a Foreign Language of young children in Ecuadorian elementary schools. It used the action research method and a combination of qualitative and quantitative research approaches. The sample consists of 10 children of the second grade of elementary school and their parents. All they have permanent residence in the province of Manabi, Ecuador. The researcher team designed an educational intervention based on the Montessori Methodology to improve participants’ communication skills in English as a Foreign Language. The educational intervention lasted 6 months and used the contains of the second grade of the elementary education curriculum of Ecuador. The instruments used for data collection were in-deep interviews, class observation, and the vocabulary acquisition test of Windi (2017). The results showed that all participants improved in 3-4 points their scores of English communication skills from pre-test in comparison to post-test. It concluded that 100% of young children that participated in this research improved their communication skills in English as a Foreign Language when supported the instruction with Montessori Methodology. / Este trabajo tiene como objetivo fortalecer las habilidades de comunicación en inglés como lengua extranjera de los niños pequeños en las escuelas primarias ecuatorianas. Utilizó el método de investigación de acción y una combinación de enfoques de investigación cualitativos y cuantitativos. La muestra está compuesta por 10 niños del segundo grado de primaria y sus padres. Todos ellos tienen residencia permanente en la provincia de Manabí, Ecuador. El equipo de investigadores diseñó una intervención educativa basada en la Metodología Montessori para mejorar las habilidades comunicativas de los participantes en inglés como lengua extranjera. La intervención educativa tuvo una duración de 6 meses y utilizó los contenidos del segundo grado del currículo de educación básica del Ecuador. Los instrumentos utilizados para la recolección de datos fueron entrevistas en profundidad, observación de clases y la prueba de adquisición de vocabulario de Wendi (2017). Los resultados mostraron que todos los participantes mejoraron en 3-4 puntos sus puntajes de habilidades de comunicación en inglés desde la prueba previa en comparación con la prueba posterior. Se concluyó que el 100% de los niños pequeños que participaron en esta investigación mejoraron sus habilidades comunicativas en inglés como lengua extranjera cuando se apoyó en la instrucción con la Metodología Montessori.

Language: English

DOI: 10.46827/ejel.v7i1.3987

ISSN: 2501-7136

Article

Reconstructing Montessori: On Being an Authentic Montessori School

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 2

Pages: 36-43

Child development, Educational change, Elementary education, Montessori method of education, Montessori schools, Nongraded schools, Observation (Educational method), Parents, Program effectiveness, Program evaluation, Transformational leadership, ⛔ No DOI found

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Abstract/Notes: In preparation for the centennial of Montessori education, school leaders have a unique responsibility--not only to the communities, but also to Dr. Montessori's memory--to revise the educational practices in a manner that is both respectful of her theories and responsive to a changing educational landscape. This article outlines one example of Whitby School's attempt to live up to the challenge of being an authentic Montessori school, as laid down by its founder, Nancy McCormick Rambusch. The author focuses on determining the characteristics, goals, and structure of the Second Plane of Development and addresses the needs of the children. The responsibilities of the leader of an authentic Montessori school to facilitate the thoughtful interpretation of Montessori philosophy and to foster respectful dialogue about Montessori practice, in the same manner so ardently championed by Nancy McCormick Rambusch. These are, as they always have been, the "inevitable tasks" required of authentic leaders in Montessori education. (Contains 9 figures.)

Language: English

ISSN: 1054-0040

Doctoral Dissertation

The Effects of Montessori Teacher Training on Classroom Teaching Skills: The Public Montessori Teachers' Perspective

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: This study compares the opinions of public school teachers of their classroom teaching skills due to participation in the Montessori model of teacher training and the traditional teacher education training programs. The data were collected through a survey of 223 public Montessori schools across the United States. The design used in this study is causal comparative to establish cause and effect. The independent variable is the participation in the Montessori Model of Teacher Training. The dependent variables are the opinions of public school teachers as perceived from participation in the Montessori Model of Teacher Training. Comparisons of teacher opinions were compiled from a survey to ascertain the impact of participation in the Montessori Model of Teacher Training. The population for this study included all teachers employed in the public Montessori schools. The sample included the entire population of teachers who participated in traditional teacher training to earn state licensure and in a Montessori teacher training program. A total of thirty-eight states were included in the survey. A total of 560 surveys were received from the population sample. The teachers surveyed included 81% females and 19% males. The years of teaching experience in public schools were 0–5 years 31%; 6–10 years 28%; 11–15 years 16%; and over 15 years 25%. The years of teaching experience in Montessori schools were 0–5 years 57 %; 6–10 years 23%; 11–15 years 11%; and over 15 years 9%. The basic conclusions from this study indicated that there are significant differences, p < .05, in the responses of teachers who participated in the Montessori model of teacher training and the traditional teacher training for preparation of classroom instruction. In 11 out of the 12 survey items, the diverse approach of teaching used in the Montessori model of teacher training was perceived to be superior to traditional teacher training. However, in one survey question, the traditional teacher training was viewed superior for preparation of teaching in a whole group setting. This study suggest that the responses of teachers strongly recommend the Montessori model of teacher training.

Language: English

Published: Orangeburg, South Carolina, 1997

Book

Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Europe, Germany, Harald Ludwig - Writings, Western Europe, Western Europe

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Abstract/Notes: Der vorliegende Band 7 der Reihe mit dem Titel „Montessori-Pädagogik in Deutschland“ ist entstanden im Anschluss an die Jubiläumstagung, die aus Anlass des 40jährigen Bestehens der 1961 gegründeten Montessori-Vereinigung e.V., Sitz Aachen, 2001 in der Thomas-Morus-Akademie in Bensberg stattgefunden hat. Die Leserinnen und Leser dieses Bandes erhalten aus den vielfältigen Beiträgen ein reichhaltiges und differenziertes Bild der Montessori-Pädagogik in Theorie und Praxis in Deutschland und darüber hinaus. Denn Montessori-Pädagogik vollzieht sich seit ihren Anfängen in einem internationalen Kontext. Es geht in diesem Band nicht nur um die in den vergangenen vier Jahrzehnten geleistete Arbeit, sondern auch um die Aktualität des pädagogischen Denkens Maria Montessoris, um kritische Weiterentwicklungen und mögliche Perspektiven für die Zukunft angesichts der Herausforderungen des 21. Jahrhunderts.

Language: German

Published: Münster: Lit, 2002

ISBN: 978-3-8258-5746-2 3-8258-5746-8

Series: Impulse der Reformpädagogik , 7

Doctoral Dissertation

Montessori Guide Decision-Making: How Elementary Montessori Guides Made Instructional Decisions

Available from: University of Texas at Austin Digital Repository

Lower elementary, Montessori method of education

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Abstract/Notes: Teacher decision-making is referred to as the fundamental responsibility of teachers. All teachers are asked to make decisions on a daily basis in their classrooms. For decades researchers have collected data on teacher decision-making in hopes to understand how teachers make decisions and why. Interestingly, most researchers collect data on teacher decision-making only in public school classrooms. The purpose of this study was to collect teacher decision-making data in a nearly unexplored classroom environment, the lower elementary Montessori classroom. The objective of this study was to examine what characteristics operated in the decision-making of two lower elementary Montessori guides. The hypothesis was lower elementary Montessori guides may have more opportunities to understand and approach care and culturally responsive teaching given the Montessori environment seeks to develop the whole child. In order to explore lower elementary Montessori guide decision-making I chose to perform a qualitative case study design. First, I gathered information about the school. Second, I collected data on the two lower elementary Montessori guides in this study. Once data was collected I reviewed the data for emerging themes. Then, I asked the question how was care and cultural responsiveness understood and approached in the decision-making of these two lower elementary Montessori guides.The findings of this study revealed three (3) main influences on the decision-making of lower elementary Montessori guides at River Montessori: (1) Association Montessori Internationale Training (AMI); (2) school ideology; and (3) guide improvisation based on student observation. Care and cultural responsiveness was understood and approached by both lower elementary Montessori guides in this study. However, the enactments of cultural responsiveness fell short of normative understandings of culturally responsive teaching (Gay, 2000; 2002).

Language: English

Published: Austin, Texas, 2013

Article

Montessori in South Carolina: Authentic or Not?

Available from: ProQuest

Publication: Montessori Life, vol. 30, no. 4

Pages: 48-53

⛔ No DOI found

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Abstract/Notes: While our study focused only on South Carolina, it is safe to assume that at least some of these issues, and probably others, exist in other states as well. Because we are focusing on challenges and barriers, it may give the impression that the overall study findings were negative. Exacerbating this problem is that very few Montessori teachers in South Carolina express interest in moving into administrative positions, reducing the pool of potential administrators qualified to run a Montessori program. [...]few hired principals that come into Montessori schools have Montessori credentials or experience in Montessori classrooms or schools. Offer more professional development and training certificates. * Provide funds for Montessori administrators to enter a training program offering a Montessori Administrative credential. * Offer a user-friendly and low-cost online course on the basics of Montessori. 2. Provide more opportunities for networking/mentoring. * Form online groups for Montessori public school principals. * Assign experienced Montessori principals to mentor new Montessori principals. * Conduct periodic, regional meetings of Montessori administrators for networking and idea sharing. 2 THE EMPHASIS ON STATE STANDARDS VERSUS FOLLOWING THE MONTESSORI CURRICULUM While most South Carolina public Montessori teachers agreed that they were able to implement authentic Montessori while incorporating state standards, and over three-quarters of teachers reported using the Montessori curriculum/sequence training as their foremost teaching guide, nearly half of all teachers reported that their schools required them to use a pacing guide for following standards and benchmark testing.

Language: English

ISSN: 1054-0040

Article

Sprawozdanie z konferencji „Metoda Montessori Senior – Montessori Lifestyle® w praktyce”, Warszawa, 15–16 czerwca 2019 roku [Report from the conference "Montessori Senior Method - Montessori Lifestyle® in practice", Warsaw, June 15-16, 2019]

Available from: www.ceeol.com

Publication: Psychologia Rozwojowa, vol. 24, no. 3

Pages: 99-101

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Language: Polish

ISSN: 1895-6297

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