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Article
News from the Regions [Mexico, United States, Caribbean, South America, Brazil]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 14, no. 4
Date: Summer 2002
Pages: 20-21
Americas, Latin America and the Caribbean, Public Montessori
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Abstract/Notes: El Boletin, May 2002
Language: English
ISSN: 1071-6246
Article
AMI Training Courses in the United States of America [directory]
Publication: AMI/USA News, vol. 17, no. 1
Date: Mar 2004
Pages: 24
Americas, Montessori training courses, North America, Trainings, United States of America
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Language: English
Article
Reflections on Two Years Teaching in United States of America
Publication: The Bulletin (English Montessori Society), vol. 6, no. 43
Date: 1968
Pages: 8
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Language: English
Book Section
Montessori Education in the United States of America
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 399-404
Americas, Early childhood care and education, Early childhood education, Maria Montessori - Biographic sources, Montessori method of education - History, North America, United States of America
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Abstract/Notes: This chapter recounts the 100-year history of the Montessori movement in the United States and the role of Montessori within the contemporary American education landscape. We explore the origins of Montessori education in the US in the early 1900s, the mid-century revival of Montessori in private schools, and the growth of Montessori programs in public schools in conjunction with the school desegregation and charter school movements. We also situate Montessori education within a national context, including teacher education, education research, and questions of diversity, equity, inclusion, and social justice. We conclude with considerations for the future of the Montessori movement in the United States.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Article
Maria Montessori va in America. Una Rilettura Pedagogica di un Episodio di Incontro-Scontro tra Attivismo Pedagogico Italiano e Progressive Education Americana / Maria Montessori goes to America: A Pedagogical Reflection of an Encounter-Clash Between Italian Activism Movement and American Progressive Education
Available from: Formazione, Lavoro, Persona
Publication: Formazione, Lavoro, Persona, vol. 10 (Anno 4)
Date: Apr 2014
Pages: 1-10
Americas, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, Progressive education, United States of America
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Abstract/Notes: The complex history of Montessori’s Method spreading in the United States was signed by some misunderstandings connected with the reform of the american education system. The Method wasn’t understood in its specificity, but it appeared, in the same time, an alternative or an application of the tradition of Froebel’s Kindergarten. In those years the American pedagogical reflection tried to create an alternative to the continental tradition. For this reason the Progressive Education critized Montessori (i.e. Kilpatrick) for her spiritual and metaphysical premises but this movement couldn’t realize this project and it was inevitably connected with the tradition of European Activism.
Language: Italian
ISSN: 2039-4039
Book
What American Montessori Can Offer American Education and How Montessori Theory Fares in the Light of American Research
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Language: English
Published: [Illinois]: Illinois Montessori Society, 1963
Article
FIDCR [United States Federal Interagency Day Care Requirements] Halted
Publication: Montessori Observer, vol. 3, no. 2
Date: Feb 1982
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Book
Directory of Montessori Classes and Montessori Teachers in the United States
Available from: Google Books
Americas, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori schools, National Montessori Promotion Fund, North America, Teacher training, Teachers, United States of America
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Abstract/Notes: Includes an index of: (1) individuals who participated in Montessori training courses in 1913, 1914, and 1915; (2) Montessori schools or classes located across the United States.
Language: English
Published: New York, New York: National Montessori Promotion Fund, 1916
Master's Thesis
Circle Time Norms in Early Childhood Montessori Programs: A Survey of Montessori Teachers Across the United States
Available from: MINDS@UW River Falls
Americas, Montessori method of education, Montessori method of education - Teachers, North America, Rituals, Teachers, Three-hour work cycle, United States of America, Work periods
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Abstract/Notes: This study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.
Language: English
Published: River Falls, Wisconsin, 2021
Doctoral Dissertation
Assessment Practices Used by Montessori Teachers of Kindergarten Through Sixth Grade Students in the United States
Available from: American Montessori Society
Americas, Assessment, Montessori method of education - Teachers, North America, Teachers, United States of America
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Abstract/Notes: This research explored student evaluation practices used by Montessori elementary teachers. The Montessori teaching method emphasized students learning at their own pace within a prepared environment where the teacher's role was somewhat different compared to traditional classroom settings. Both traditional and alternative methods of student assessment were utilized by Montessori teachers (e.g., anecdotal records, informal conferences with students, observation of students, one-to-one interview with students, checklists of lessons, demonstration of skill mastery, and standardized achievement tests). The methodology and reasoning behind student evaluation was not well understood by the educational community, and today's dynamic cultural environment demands better attention to this subject. Following a literature review of assessment practices, analysis consisted of sampling member schools of the American Montessori Society (AMS). A questionnaire was submitted to 241 eligible AMS member schools with elementary programs across the United States, and 108 responses (representing 30% of the eligible schools) were collected. The questionnaire's items (27 total questions) were refined to 16 research questions which were analyzed using both quantitative and qualitative methods. A number of results were produced. The two most prominent were: Montessori elementary teachers used more alternative than traditional methods of assessment practices; and, the factors that influenced the assessment practices used by Montessori teachers were the make up (student:teacher ratio, individual student's needs, multi-aged range) of students in the classroom and the Montessori method of education. Other results of this study included: Montessori schools used standardized achievement tests but individual respondents were not convinced they fit the Montessori method of teaching; and, the combination of non-graded report cards, anecdotal records, and student portfolios were successful reporting practices for parent teacher conference. The study concluded with identifying several areas of assessment practice where future research and professional development may benefit Montessori administrators, teachers, students, and parents.
Language: English
Published: Memphis, Tennessee, 1999