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Article

To What Extent Do Parents of Montessori-Educated Children “Do Montessori” at Home? Preliminary Findings and Future Directions

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 4, no. 1

Pages: 14-24

Americas, Montessori method of education, North America, Parents - Attitudes, United States of America

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Abstract/Notes: Few, if any, empirical studies have explicitly examined the home environments of Montessori-educated children, and specifically whether or not Montessori parents reinforce or undermine their children’s Montessori education at home. With a sample of 30 parents of Montessori-educated toddlers and preschoolers attending a private Montessori school in the Midwest, this cross-sectional study examined Montessori parents’ knowledge of Montessori methods and their parenting beliefs and behaviors at home. Results suggested that Montessori parents from the targeted school were knowledgeable about and valued Montessori methods, even though few had a Montessori education themselves. Parents in this sample varied in their parenting behaviors and choices at home, with some parents who intentionally reinforced Montessori principles and others whose behaviors were inconsistent with a Montessori approach. Findings from this preliminary study provide a first glimpse into the beliefs and behaviors of Montessori parents from which future studies can build upon. Montessori educators and administrators will benefit from future research involving Montessori parents, particularly for those who offer Montessori-based parent education sessions to the families they serve.

Language: English

DOI: 10.17161/jomr.v4i1.6737

ISSN: 2378-3923

Article

Blending Differing Perspectives of Parents and Guides: Meeting Parents Where They Are and Bringing Them along on the Journey

Available from: ERIC

Publication: NAMTA Journal, vol. 39, no. 1

Pages: 91-97

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Abstract/Notes: Maura Joyce's clear approach to initiating parent education is to recognize where the parents are on their own journey as parents. By listening to the parents' hopes, fears, and desired outcomes for their children acknowledges the family's perspective and brings mutuality into a shared community. Maura Joyce encourages the use of questionnaires and feedback and gives specific exercises to implement parent education, open communication, and ease parents' anxieties. [This talk was presented at the NAMTA conference titled "The Montessori Oasis: Prepared Pathways for a Sustainable School Community," Columbia, MD, October 3-6, 2013.]

Language: English

ISSN: 1522-9734

Master's Thesis (Action Research Report)

The Effect of Seesaw Technology on Parent Engagement at Private Montessori Schools

Available from: St. Catherine University

Action research

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Abstract/Notes: The researchers looked at how using Seesaw technology, in a six-week parent education intervention, would affect parent engagement with their children in learning at home as well as parent understanding of Montessori principles. The research participants were 31 parents and 2 teachers at two private, urban Montessori schools. Data was collected through pre and postintervention questionnaires, teacher logs of parent questions, and Seesaw usage data. Through the intervention, we saw parent knowledge of Montessori principles, parent engagement, parent efficacy, and parent confidence in Montessori education beyond preschool increase. Parents also enjoyed interacting with each other as a community of parents, building a school community. The research supports Seesaw as an effective tool for parent education in today’s digital world. Technology is something that is familiar to today’s parent and can be utilized more specifically and intentionally by schools to connect parents to student learning activities, to their community, and to encourage their own growth as parents. This growth was demonstrated by a shift in parents’ focus from the external (child’s behavior) to the internal (adult’s role in preparing the environment) consistent with Montessori’s prepared adult

Language: English

Published: St. Paul, Minnesota, 2018

Article

Parents as Partners: Creating a Culture of Respect and Collaboration with Parents

Available from: ERIC

Publication: NAMTA Journal, vol. 40, no. 1

Pages: 129-137

⛔ No DOI found

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Abstract/Notes: Parents as partners is a slight digression in title from the grace and courtesy theme of the journal, but it builds its argument around the concept of cooperative relations between the parents and the school. Sarah speaks of the perception of the teacher and parents as each being unique and particular to the life and personality of each child. The teacher must see the positive in the child and have a natural respect and dignity so both want to act for the greater good and, likewise, must treat the parents as wanting to make their own contribution to their child as part of the whole-child community. Sarah goes on to suggest that diverse views of the same child are one of the most valuable offerings of a school. These varying perspectives override the linear view that assumes one perspective, which can be one-dimensional, reductionist, and can lead to labeling. [This talk was presented at the NAMTA conference titled "Grace, Courtesy, and Civility Across the Planes," Portland, OR, March 13-16, 2014.]

Language: English

ISSN: 1522-9734

Conference Paper

Is There a Need for Handicraft in Preschool? Attitudes of Preschool Teachers and Parents on Including Handicraft Activities in the Regular Preschool Program

Available from: IATED Digital Library

INTED2020 14th International Technology, Education and Development Conference

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Abstract/Notes: Alternative educational concepts evolved in response to classical educational methods in which children are placed in a passive position and the transfer of knowledge is cultivated as a form of teaching. Models of alternative pedagogy (Montessori, Waldorf, Reggio, Agazzi) advocate developmentally appropriate practices which Bredekamp (1993) describes as a presence of different strategies, i.e., child-oriented behaviours of teachers and responding to the child's individual needs. In order to help each child to grow into a universal and competent individual from preschool age, it is necessary to encourage their imagination and creativity, as well as to acquire habits of cooperation and coexistence with other children. One of the activities which promote these desirable characteristics in children is handicraft. Many studies and findings in the area of neuroscience, multiple intelligences theories, and the aforementioned alternative pedagogical concepts emphasize the importance of handicraft and point out its benefits not only for children but for the entire community. However, such an approach to children's learning and activity is poorly represented in educational institutions. Therefore, the aim of the study was to examine the views of preschool teachers and parents on handicraft activities and its more frequent use in regular preschool programs. The survey was conducted by an anonymous questionnaire on a sample of 316 respondents, preschool teachers (N=141) and parents (N=175). The results of the study show that both preschool teachers and parents agree that certain elements of alternative concepts such as handicraft have a positive impact on the overall development of the child and that they are useful and practical life skills. They also agree that handicraft activities should be used in educational institutions to a greater extent. [Conference Name: 14th International Technology, Education and Development Conference; ISBN: 9788409179398; Place: Valencia, Spain]

Language: English

Published: Valencia, Spain: International Academy of Technology, Education and Development (IATED), 2020

Pages: 1511-1519

DOI: 10.21125/inted.2020.0499

ISBN: 978-84-09-17939-8

Book

The Power of Conscious Parenting: With a Bibliography for Montessori Parenting

Bibliographies, Montessori method of education

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Abstract/Notes: Includes 2 essays: "The Power of Conscious Parenting - Interconnecting Home and School" (by Marianne White Dunlap) and "Bibliography for Montessori Parenting" (by Jean K. Miller)

Language: English

Published: Rochester, New York: AMI/USA, 2011

Series: Parenting for a New World: A Collection of Essays

Doctoral Dissertation

Navigating the social/cultural politics of school choice: why do parents choose montessori? a case study

Available from: University North Carolina Greensboro

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Abstract/Notes: a "The underlying motives of school choice emerged as major courses of action to offer parents opportunities for education in the free market enterprise and to limit the racial desegregation of public schools. This policy became known as "freedom of choice." Historically, parental choice of schools was the option of parents who could afford the tuition of private or parochial schools. The first options for public school choice appeared during the 1960's. Today, magnet schools are the most popular form of school choice. Montessori schools have become a well-liked preference of magnet school options. Fifteen years ago, there were approximately 50 public Montessori schools in the United States. Today, there are between 250 and 300 public Montessori schools. While research has been accumulating on why parents choose a particular type of school (parochial, private, magnet, charter, or local public school) far less is known about why parents choose a particular curriculum. The purpose of this dissertation is to explore how parents navigate school choice decisions and why they choose Montessori schools over other available options. This dissertation further examines if parents' educational choices correspond to their reasons for selecting Montessori schooling and the impact family income and ethnicity have on their preference for Montessori. The methodology of this study utilized a mixed methods research medium. The mixed methods approach blended two different research strategies, qualitative and quantitative. Recognizing the overlap between qualitative and quantitative research methods, the data from self-report surveys were supplemented with semi-structured interviews. Three hundred surveys were distributed to the parents of the Montessori school and interviews were held with ten parents of the same school. Of the original 300 surveys, 132 were returned and comprised my final sample. The quantitative findings indicate that parents who choose the Montessori school use... OCLC Record: 866942318

Language: English

Published: Greensboro, North Carolina, 2007

Doctoral Dissertation

Measuring Parent Perception and Understanding of Montessori Education in Three Massachusetts Montessori Schools

Available from: University of Pepperdine

Americas, Montessori schools, North America, Parents - Perceptions, United States of America

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Abstract/Notes: The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding of the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8. The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom. Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices. The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions. If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.

Language: English

Published: Malibu, California, 2015

Doctoral Dissertation

An Evaluation of the Effectiveness of the Korean Montessori Teacher Training Program as Perceived by Montessori Teachers and Parents of Montessori-Educated Children

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: During the past ten years, a total of 3,642 teachers and administrators have attended the Korean Montessori Teacher Training Program (KMTTP). A sample of Montessori teachers (n = 261) and Korean parents (n = 375) from 32 Korean Montessori schools located in the major cities of Korea were surveyed in order to evaluate the effectiveness of this teacher preparation program. The EXPECTATIONS AND GOAL ATTAINMENT QUESTIONNAIRE (EGAQ), designed by the researcher, was the instrumentation used to conduct this study. Major findings demonstrated that 74.5 percent of the teachers surveyed indicated that their main reasons for attending the KMTTP were to increase their professional competency and their knowledge of child development through Montessori philosophy. The correlation between teachers' levels of satisfaction with their preparation and perceived effectiveness of the training program was higher (r =.29, p $<$.05) than between their levels of satisfaction with the program and their perceptions of their preparedness after completion of training (r =.18, p $<$.05). Significant differences existed between perceived effectiveness of the KMTTP and teachers' ages, positions, and years of experience. Older teachers and those with more advanced teaching positions expressed greater satisfaction with the program. Teachers indicated that, upon completion of the KMTTP, they felt more prepared in, than knowledgeable of, Montessori educational methodology. From the parent perspective, the most frequently cited reason (74.3%) for sending their child to a Montessori School was to provide a learning environment that nurtured their child's interpersonal growth. A majority of the parents (58.5%) were very satisfied with the Montessori experience; no parents were dissatisfied or very dissatisfied. In correlating the effectiveness of Montessori education with specific outcomes, parents indicated highest levels of satisfaction in the areas of "concentration" and "academic achievement." A majority of the teachers surveyed (52.8%) encouraged the implementation of the Montessori Teacher Training Program in neighboring countries, with 42.1 percent strongly encouraging implementation. This study demonstrated the need for further development and improvement in the area of Montessori teacher training in Korea.

Language: English

Published: San Francisco, California, 1994

Thesis

A Study of Parents’ Views and Choices Towards the Montessori Method

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Abstract/Notes: Dr. Maria Montessori established the Montessori Method in the early 1900s. Her first book ‘The Montessori Method’ was translated into English in 1912 and has since become a globally recognised form of education (Isaacs, 2012). This paper concentrates on the parents’ views and choices towards the Montessori Method as this particular subject remains largely unstudied, especially within the UK. The author of this thesis is qualified in Montessori early years practice and therefore has a personal interest in gaining an insight into the parents’ point of view. The thesis identifies and analyses the key aspects of the philosophy and curriculum within the Montessori Method. This was achieved by studying Dr. Montessori’s original ideas and recent supportive or critical reviews. To gain the perspective of the parents, questionnaires were designed to elicit answers to the following questions: What are the parent’s views of the Montessori Method? Do parents understand the Montessori Philosophy?; Do parents choose a nursery because it is using the Montessori Method? The study was conducted within two private Montessori Nursery schools: N:B and N:A. The questionnaire had a Likert 5 scale design, consisting of 16 questions and 1 open question giving the option of additional comments. 40 questionnaires were distributed in each setting. The response rate was: N:B: 23 (57.49%): and N:A: 16 (40%), with a total sample size of 39. The Likert scale results were processed into graphs and the displayed numerically. Additionally 26 participants provided extra information in the optional section, the results of which were organised into a graph of the five recurrent themes together with illustrative quotes. The results showed that even though the majority of the parents chose their nursery because it was using the Montessori Method and agreed with the philosophy, only a minority actually demonstrated a level of understanding of the method. The conclusion was that parents thought they know what Montessori education was but actually their understanding was superficial. The implication of this finding is that parents express a willingness to support the Montessori Method and Practitioners need to provide more information for them. However, the study was restricted due to the quantitative design of the questionnaire and the lack of academic sources to support findings. Parents’ participation was willingly given, suggesting further study in this area to be feasible.

Language: English

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