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Doctoral Dissertation (Ph.D.)
Architecture and Students' Physical Activity in Learning Environments
Available from: University of Notre Dame Australia
Published: Fremantle, Western Australia, Australia, 2022
Interdisciplinary Teaching: A Montessori Approach to University Class Assignments
Available from: IATED Digital Library
15th Annual International Conference of Education, Research and Innovation
Abstract/Notes: The Montessori Method of education was developed by Maria Montessori at the begging of the 20th century. Since then, the educational philosophy has been used worldwide, usually with child from 3 to 12 years. In our ongoing project, we seek to expand this method to university classes. Our final propose is to use non-traditional schooling approach of this philosophy to reinforce students´ engagements and improve their critical thinking. Specifically, in this paper, we propose a quantitative exercise based on the main guidelines of Montessori Method: a thoughtfully prepared and structured (online) environment that promote students´ independency to learn voluntarily. Firstly, we present the Maddison Project Database to student. The Database (open access) contains worldwide information on comparative economic growth and income levels over the very long run, including data on GDP, GDP per capital and population in the time span year 0 to 2018. Secondly, students should choose a country to analyse. Thirdly, during the courses of Economic History, Statistics and Macroeconomics, students would work on the database, through the lens of these different disciplines. Finally, students should write a report on including and mixing information from the difference perspectives.
Published: Seville, Spain: International Academy of Technology, Education and Development (IATED), 2022
Montessori’s Teleological Approach to Education and its Implications / El enfoque teleológico de la educación Montessori y sus implicaciones
Available from: Revista Española de Pedagogía
Publication: Revista Española de Pedagogía, vol. 78, no. 277
Abstract/Notes: Read “Montessori’s teleological approach to education and its implications” from issue N. 277 of the Revista Española de Pedagogía
Language: Spanish, English
ISSN: 0034-9461, 2174-0909
[Montessori Methods in Japan: Its History and Present Phases (Part 1)]
Publication: Seibo jogakuin tanki daigaku jido kyoiku gakka kenkyu kiyo / 聖母女学院短期大学児童教育学科研究紀要 / Bulletin, Seibo Women's Jr. College, Child Education
Master's Thesis (M.A. In Reading, Lanugage And Literacy)
Reading Comprehension Strategy Instruction as Part of a Balanced Literacy Approach in a Montessori Lower Elementary Environment
Available from: California State University - ScholarWorks
Abstract/Notes: Montessori is not well known among the larger community of educators, but it does fulfill many, if not all, of the standards researchers use to define excellent classrooms and teaching practices. Montessori environments are literature rich and there is a strong emphasis on skills instruction and vocabulary development. There are many lessons that address different aspects of literacy instructionbut there are not lessons or materials that specifically address reading comprehension strategy instruction. Montessori teachers are as aware of reading comprehension strategies as any other educator, but I believe there is not enough emphasis placed on these lessons because of the lack of materials in the classroom that would support such instruction. At best, this instruction is uneven in the community because it depends on an individual teacher's initiative and knowledge. Another factor I believe affects reading comprehension strategy instruction is the reliance on the Simple View of Reading, which states that reading comprehension is a product of decoding skills and vocabulary knowledge. While the SVR has been shown to be an inadequate view of reading, it is still the prevailing model. The purpose of this project was to create a resource guide that would provide background knowledge on the importance of comprehension strategy instruction and provide a framework for Montessori teachers in the "Lower Elementary" or "Elementary 1" level (grades 1-3) to use. The resource guide includes detailed descriptions of the factors and strategies that contribute to reading comprehension, lesson plans, book suggestions for teaching the lessons, and graphic organizer suggestions.
Published: San Marcos, California, 2022
The Hidden Hinge
Abstract/Notes: One of Maria Montessori's most challenging insights is that once children have been "called out " of their early stage of destructiveness, apathy or chaos they will then be eager to question, to learn and to live fully. Parent and teacher who are alert to this will be ready to find the "hidden hinge" that will help open the door to this new world of unlimited possibilities.
Published: New York, New York: Ballantine Books, 1973
ISBN: 978-0-8190-0074-3 0-8190-0074-4
Metode Umaniste in Predarea Limbilor Straine / Humanistic Methods in Foreign Language Teaching
Available from: Euromentor
Publication: Euromentor, vol. 3, no. 3
Abstract/Notes: The psychological research and changes occurred in pedagogical thinking have led to new methods in foreign language teaching called “humanistic methods” or “fringe methods” which focus on some aspects neglected by the traditional strategies: feelings, emotions, interpersonal relationships: suggestopedia, first an experimental method belonging to suggestology, has become a psychological method of teaching and learning foreign languages based mainly on indirect suggestion which appeals to a peripheral subliminal; the silent way, which stems from the trend initiated by the Italian specialist in pedagogy Maria Montessori is based on the fact that the process of learning a foreign language is a natural one, which children perform involuntarily; cooperative learning, whose roots are in the counseling techniques of psychotherapy, is greatly based on group dynamics; the total physical response, which originates in the action-based methods, refers to the learner’s reaction, to the instructions received from the teacher and it has been a successful method to teach foreign language for children.
ISSN: 2067-7839, 2247-9376, 2068-780X
Humanistic Methods in Foreign Language Teaching / Metode Umaniste in Predarea Limbilor Straine
Available from: Euromentor
Publication: Euromentor, vol. 3, no. 3
ISSN: 2067-7839, 2247-9376, 2068-780X
Doctoresse Maria Montessori - De l'Enfant à l'Adolescent [book review]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: Études, vol. 83, no. 265
Date: Apr/May/Jun 1950
ISSN: 0014-1941, 2102-5800
Doctoresse Maria Montessori - La Messe vécue pour les Enfants [book review]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: Études, vol. 84, no. 270
Date: Jul/Aug/Sep 1951
ISSN: 0014-1941, 2102-5800
Formare il «nuovo Maestro» secondo Maria Montessori / Formar al «nuevo Maestro» según Maria Montessori / Training the «new Teacher» according to Maria Montessori
Available from: Universidade de Santiago de Compostela (Spain)
Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 5, no. 4
Date: Dec 2016
Hélène Lubienska de Lenval - Biographic sources, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Teacher training, Montessori method of education - Teachers, Teacher training
Abstract/Notes: È noto quanto Maria Montessori fosse esigente nei confronti del maestro. In questo articolo si presenta la sua visione delle caratteristiche che devono animare il «nuovo Maestro» per consentire «al bambino nuovo» di potersi sviluppare in modo armonioso ed equilibrato. Dato che la peculiarità della pedagogia montessoriana è cambiare la modalità relazionale tra l’adulto e il bambino, sono messi in risalto alcuni aspetti concreti e universali condivisibili da tutti gli insegnanti. Questi possono essere applicati ovunque e possono anche facilitare la didattica, anche senza applicare tutto il Metodo Montessori, giacché l’autoeducazione del bambino è legata all’autodisciplina dell’adulto. Per formare i maestri Maria Montessori aveva scelto di organizzare i Corsi internazionali di formazione che duravano diversi mesi. Per chiarire gli elementi essenziali, vengono studiate le conferenze riguardo al nuovo maestro pronunciate durante questi corsi. Da esse vengono ricavati i tre livelli di formazione: materiale, scientifica e spirituale. Alcuni aspetti imprescindibili vengono più approfonditi, quali lo spogliarsi dei preconcetti, il cambiare le attitudini morali e l’essere un’osservatore gioioso, aspetti che la Montessori considerava essenziali per risolvere il problema dell’educazione. Basandosi anche su alcuni racconti di allieve, sono proposte alcune modalità scelte da Hélène Lubienska de Lenval durante il suo Cours Pédagogique, e sono presentate alcune scelte pedagogiche di Adele Costa Gnocchi, che aprirà la Scuola Assistenti all’Infanzia dove saranno approfondite le intuizioni della Montessori per il bambino piccolo fino a tre anni. / Es conocido lo exigente que Maria Montessori ha sido en relación a los maestros. En este artículo se presenta su visión de las características que debería poseer el “nuevo maestro” para permitir al “nuevo niño” desarrollarse de manera armoniosa y equilibrada. Considerando que la finalidad de la pedagogía montessoriana es cambiar la modalidad de interacción entre el adulto y el niño, se pueden destacar algunos aspectos concretos y universales que puedan compartir por todos los maestros. Sin necesidad de aplicar completamente el Método Montessori, estos elementos pueden ser útiles en todo tipo de circunstancia y facilitar la didáctica, puesto che la autoeducación del niño depende de la autodisciplina del adulto. Para formar a los maestros, Maria Montessori decidió organizar los cursos internacionales de formación con una duración de varios meses. Para aclarar los aspectos esenciales, en este artículo se toman en consideración las conferencias relativas al “nuevo maestro” que se pronunciaron en estos cursos. A partir de ellas se pueden derivar los tres niveles de formación: material, científica y espiritual. Se profundiza sobre algunos aspectos fundamentales como liberarse de los prejuicios, cambiar la actitud moral y ser un alegre y atento observador, aspectos que Maria Montessori consideraba primordiales para resolver el problema de la educación. Basándose en algunos relatos de sus alumnas, también se exponen algunas modalidades adoptadas por Hélène Lubienska de Lenval presentadas durante su Cours Pédagogique y además se presentan algunas opciones pedagógicas de Adele Costa Gnocchi, que abrirá la Escuela de Asistentes de la Infancia donde se estudiará a profundidad la visión de Maria Montessori para el niño pequeño, hasta los tres años de edad. / It is well known how much Maria Montessori demanded of teachers. This article presents her vision of the characteristics which should animate the “new teacher” in order to allow the development of the “new child” in a harmonious and balanced manner. Given that the goal of the Montessori pedagogy is to change the manner of relating between adult and child, some concrete and universal characteristics are highlighted which are common to all teachers. Even without applying the entire Montessori methodology, these elements can be useful in all circumstances and can facilitate teaching, given that the self education of the child is linked to the self discipline of the adult. To train teachers, Maria Montessori chose to organize international training courses lasting several months. To clarify the essential elements, the conferences regarding the topic of the new teacher during these training courses are presented here. These elements are divided into three levels of training: the material level, the scientific level, and the spiritual level. Some essential aspects are covered in depth, such as the denuding of preconceptions; changing of moral attitudes; being a joyful observer; all approaches that Maria Montessori considered essential to solve the problem of education. Finally, on the basis of stories of students, there are presented some methods chosen by Helene Lubienska de Lenval taken from her Cours Pedagogique, and some pedagogical methods taken from Adele Costa Gnocchi, who will open the Scuola Assistenti all’Infanzia, where they will delve deeper into Montessori insights regarding the small child up to three years of age.
Printing Peace: Cultural and Pedagogical Negotiation Through Children's Periodicals in Costa Rica, 1912-1947
Available from: University of Illinois - IDEALS
Abstract/Notes: At the turn of the twentieth century, in the context of the budding nation-state formation process throughout Latin America, liberalism, nationalism, and social reforms dominated Latin American intellectual political discourse in its relentless quest for modernity. Popular literacy movements and the expansion and centralization of the educational sphere, which was essential for cultivating national identities and reinforcing allegiance, proliferated throughout Latin America. In Costa Rica, the Olympians, a group of elite intellectuals intricately connected with the agro-export oligarchy, directed social and political reforms. The Olympians were overwhelmingly patriotic and patriarchal, and aimed to create a national culture that would reinforce existing economic, gender, and racial hierarchies. This project focuses on revolutionary feminists Carmen Lyra and Luisa González, who negotiated the cultural politics of education as intermediaries between students and the state through the publication of children’s periodicals. Specifically, this project analyzes the periodicals San Selerín (1912-1913, 1923-1924) and Triquitraque (1936-1947) to elucidate the ways in which these educators used children’s literature and Montessorian pedagogy to create a culture of inclusion and engagement rather than the patriotic and patriarchal pedagogy the Olympians. Contemporary memory has forgotten the revolutionary ideals of these educators, but this project affirms Carmen Lyra and Luisa González cannot be separated from their legacies as active members of the Costa Rican Communist Party, as fervent proletarian internationalists, and as revolutionary feminists. To do so would be to neutralize the potency of their memory.
Published: Urbana-Champaign, Illinois, 2016
The Vision of the Assistant to Infancy According to Costa Gnocchi
Publication: NAMTA Journal, vol. 15, no. 3
Transgresje w biograficznych doświadczeniach wybitnych pedagogów: Marii Montessori i Janusza Korczaka [Transgressions in the biographical experiences of outstanding educators: Maria Montessori and Janusz Korczak]
Available from: University of Gdańsk
Publication: Podstawy Edukacji [Fundamentals of Education], vol. 10
Abstract/Notes: Transgressions are innovative and creative activities. They allow people to go beyond the limits of their current functioning, thus gaining new areas of activity or creating new values. Motivation specific to transgression is hubristic motivation. The article analyzes the biographical experiences of outstanding pedagogues. – Maria Montessori and Janusz Korczak. Maria Montessori – Italian physician, education system creator and Montessori pedagogy based on the needs of the child. Transcendental biography of Janusz Korczak – doctor, pedagogue, writer, journalist, visionary. Biographies contain different spaces of transgressive activities: personal, professional, social, creative, literary. They concern the concept of education, methods of pedagogical work with the child. The accomplishments of outstanding pedagogues include immutable values.
In Memoriam [Eileen Roper Ast, Jane Dutcher, Hannelore Engelman, Dennis Schapiro, Hildegard Solzbacher]
Available from: ProQuest
Publication: Montessori Life, vol. 26, no. 3
Date: Fall 2014
Dennis Schapiro - Biographic sources, Eileen Roper Ast - Biographic sources, Hannelore Engelman - Biographic sources, Hildegard Solzbacher - Biographic sources, Jane Dutcher - Biographic sources, Obituaries
Die Montessori-Bestrebungen im Kanton Zürich [Montessori Endeavors in the Canton of Zurich]
Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Annette Güntensperger - Biographic sources, Europe, Hilde Steinemann-Stahli - Biographic sources, Marianna Augsburger-Käser - Biographic sources, Martha Meyer - Biographic sources, Montessori method of education, Montessori schools, Selina Chönz-Meyer - Biographic sources, Switzerland, Western Europe
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst, and Adelia Pyle
Available from: Springer Link
Adelia Pyle - Biographic sources, Americas, Anne E. George - Biographic sources, Helen Parkhurst - Biographic sources, Margaret Naumburg - Biographic sources, Maria Montessori - Biographic sources, Montessori method of education, Montessori schools, North America, United States of America
Abstract/Notes: This book traces the early history of the Montessori movement in the United States through the lives and careers of four key American women: Anne George, Margaret Naumburg, Helen Parkhurst, and Adelia Pyle. Caught up in the Montessori craze sweeping the United States in the Progressive era, each played a significant role in the initial transference of Montessori education to America and its implementation from 1910 to 1920. Despite the continuing international recognition of Maria Montessori and the presence of Montessori schools world-wide, Montessori receives only cursory mention in the history of education, especially by recognized historians in the field and in courses in professional education and teacher preparation. The authors, in seeking to fill this historical void, integrate institutional history with analysis of the interplay and tensions between these four women to tell this educational story in an interesting—and often dramatic—way.
Published: Cham, Switzerland: Palgrave Macmillan, 2020
Series: Historical Studies in Education
Educación y sociedad en Costa Rica: de 1821 al presente (una historia no autorizada)
Available from: Universidad de Costa Rica - Portal de Revistas Académicas
Publication: Diálogos, vol. 8, no. 2
Abstract/Notes: El artículo analiza a profundidad la evolución de la educación costarricense desde 1821 hasta nuestros días, proponiendo una nueva periodización y conceptualización de los estadios por los que ha transitado la enseñanza a través de distintos modelos educativos.De esta manera, el autor nos ofrece una visión de conjunto de los múltiples ámbitos y dimensiones que han interactuado históricamente y que han incidido en la definición y el predominio de un tipo de enseñanza específico en Costa Rica.
[Montessori Association of Costa Rica Sponsors Workshop]
Publication: El Boletin [Comité Hispano Montessori]
Date: Fall 1996
Americas, Central America, Comité Hispano Montessori - Periodicals, Costa Rica, Latin America and the Caribbean, Latin American community, Latino community, Montessori Association of Costa Rica, Trainings