For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Doctoral Dissertation
Die Bedingtheit der Schülerleistung durch die pädagogische Gestaltungsform
See More
Language: German
Published: Berlin, Germany, 1957
Book
Man's Formation for International Understanding
See More
Language: English
Published: Amsterdam, The Netherlands: Association Montessori Internationale, 1953
Article
The Importance of Using Montessori Education in the Formation of Creative Abilities of Preschool Children
Available from: EPRA Journals
Publication: EPRA International Journal of Multidisciplinary Research (IJMR), vol. 8, no. 12
Date: 2022
Pages: 99-102
See More
Abstract/Notes: This article presents ideas about the importance of using Montessori education in the formation of creative abilities of preschool children. Recommended for use by educators and parents.
Language: English
ISSN: 2455-3662
Article
Samoaktualizacija, optimalna iskustva i reformske pedagogije [Self-actualization, Optimal Experience and Reform Pedagogy]
Available from: Hrčak - Portal of Croatian scientific and professional journals
Publication: Napredak: Časopis za interdisciplinarna istraživanja u odgoju i obrazovanju, vol. 153, no. 2
Date: 2012
Pages: 235-247
See More
Abstract/Notes: Rad dovodi u relaciju teoriju samoaktualizacije (Abrahama Maslowa), teoriju optimalnih iskustava (Michaela Csikszentmihalyi-a) i mogućnosti za njihovo ostvarenje u školi. Maslow (1963.) prepoznaje vrhunska iskustva, a Csikszentmihalyi (2006.) trenutke zanesenosti kao istinske trenutke sreće i samoostvarenja/samoaktualizacije. Maslow kao i Lev Vygotsky (1978.) prepoznaje ključan utjecaj socio-kulturalnog okruženja na razvoj djeteta kao preduvjet za razvoj i samoaktualizaciju pojedinca. Imajući u vidu proksimalan razvoj djeteta i njegovu težnju za aktualizacijom potrebno je školsko iskustvo što više približiti vrhunskim iskustvima ili zanesenosti kako bi se omogućilo što uspješnije sudjelovanje učenika u školi. Reformski pedagozi poput Johanna Heinricha Pestalozzija, Johna Deweya i Marije Montessori još prije više od stotinjak godina prepoznaju situacije u školi kada djeca doživljavaju optimalna iskustva i svojim djelovanjem pokušavaju osigurati uvjete u školi za ostvarivanje istih. Tradicionalna pedagogija koja prevladava u školama danas, na žalost, svojim organizacijskim elementima rijetko osigurava uvjete nužne za ostvarivanje optimalnih i vrhunskih iskustava u školi. [This paper brings in relation the theory of self-actualization (by Abraham Maslow), the theory of optimal experience (by Michael Csikszentmihaly) and the opportunities for their realization at school. Maslow (1963) recognizes superior experience and Csikszentmihaly (2006) the moments of rapture as the moments of genuine happiness and self-realization/self-actualization. Maslow, as well as Lev Vigotsky (1978), recognizes the key influence of socio-cultural environment on child development as a precondition for the development and self-actualization of the individual. Having in mind the child’s proximal development and his aspiration for actualization it is necessary to bring closer school experience to superior experience or to rapture as much as possible, in order to enable as successful participation of pupils at school as possible. Reform pedagogues like Johann Heinrich Pestalozzi, John Dewey and Maria Montessori even more than a hundred years ago recognized the situations at school when children experienced optimal experience and by their actions they tried to provide conditions at school for realization of this experience. Traditional pedagogy that prevails at schools today, unfortunately, by its organizational elements rarely provides conditions necessary for the realization of optimal and superior experience at school.]
Language: Croatian
ISSN: 1330-0059
Article
Montessori and the Mainstream: A Century of Reform on the Margins
Available from: National Center for Montessori in the Public Sector (NCMPS)
Publication: Teachers College Record, vol. 110, no. 12
Date: Dec 2008
Pages: 2571–2600
See More
Abstract/Notes: Montessori education has flourished as an alternative approach to schooling for a hundred years. In the century since the first Montessori school opened in the slums of Rome, the movement has undergone sustained growth while simultaneously enduring efforts to modify the method in order to reach a wider audience. Despite Montessori’s endurance and reach, the movement remains largely unstudied by educational researchers. This article presents a historical treatment of the method and the movement by treating Montessori as a case study of enduring and ambitious educational reform. This article is an examination of the American Montessori movement as it has evolved over the course of the past one hundred years. Situated within an international context, the study traces the development of the movement from its failed introduction to the United States in 1991, to its rebirth in the 1960s, to its current resurgence as a time-tested alternative to conventional public schooling. Key questions revolve around Montessori’s ongoing status as an influential yet marginal force in American educational reform. This is a historical case study drawn from archival data, interviews with Montessori leaders and practitioners, and secondary sources (biographies, memoirs) generated between 1906 and 2007.
Language: English
ISSN: 0161-4681, 1467-9620
Article
Using object boxes to teach the form, function, and vocabulary of the parts of the human eye
Available from: Taylor and Francis Online
Publication: Science Activities: Classroom Projects and Curriculum Ideas, vol. 45, no. 2
Date: Jul 2008
Pages: 13-22
See More
Abstract/Notes: These science activities for elementary students focus on the external structures and functions of the human eye with hands-on object box activities based on the Montessori theory (1966) of concrete learning through manipulation of objects and focus of attention through touch. Object boxes are sets of items and corresponding cards housed in a box. Two types of object boxes are highlighted: (a) form and function analogy object boxes that describe the structures and functions of external parts of the human eye along with analogous manufactured items exhibiting the same forms and functions and (b) words with multiple meanings object boxes that present objects and two different meanings of eye-related words. These activities use analogy to help learners construct connections between previous and new learning along with developing vocabulary for better thinking and communication.
Language: English
ISSN: 0036-8121, 1940-1302
Article
Small School Reform: The Challenges Faced by One Urban High School
Available from: SAGE Journals
Publication: Sage Open, vol. 3, no. 2
Date: May 2013
Pages: Article 2158244013486789
See More
Abstract/Notes: This qualitative ethnographic case study explored the evolution of a public urban high school in its 3rd year of small school reform. The study focused on how the high school proceeded from its initial concept, moving to a small school program, and emerging as a new small high school. Data collection included interviews, observations, and document review to develop a case study of one small high school sharing a multiplex building. The first key finding, “Too Many Pieces, Not Enough Glue,” revealed that the school had too many new programs starting at once and they lacked a clear understanding of their concept and vision for their new small school, training on the Montessori philosophies, teaching and learning in small schools, and how to operate within a teacher-cooperative model. The second key finding, “A Continuous Struggle,” revealed that the shared building space presented problems for teachers and students. District policies remain unchanged, resulting in staff and students resorting to activist approaches to get things done. These findings offer small school reform leaders suggestions for developing and sustaining a small school culture and cohesion despite the pressures to revert back to top-down, comprehensive high school norms.
Language: English
ISSN: 2158-2440
Article
Pedagógiai reform (A Montessori-féle kisdednevelés)
Available from: Arcanum Digitális Tudománytár
Publication: Kisdednevelés, vol. 41, no. 3
Date: Feb 1, 1912
Pages: 63-69
See More
Language: Hungarian
Article
La formazione degli insegnanti nell’approccio montessoriano: il dibattito nelle pagine di La Coltura Popolare (1911-1922) / Teacher’s Training in the Montessori Approach: The Debate on the Pages of La Coltura Popolare (1911-1922)
Available from: Rivista di Storia dell’Educazione
Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2
Date: 2021
Pages: 59-71
Europe, Italy, La Coltura Populare (Periodical), Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Società Umanitaria (The Humanitarian Society), Southern Europe, Teacher training
See More
Abstract/Notes: In the first two decades of the Twentieth Century, reflections on teacher training were particularly rich, implying the lively and significant participation of a plurality of actors. Even Maria Montessori actively participated in this debate and the meeting with the Humanitarian Society in Milan, and with Augusto Osimo primarily, proved to be very fruitful on these issues. The specialist magazine La Coltura Popolare represents a faithful and interesting mirror of this relationship and of the many reflections and initiatives arose from it, promoting the propagation of the Montessori method and offering at the same time a space for dialogue and comparison of all the most innovative and vivifying voices of the pedagogical reflection of the time. This paper proposes a first and partial reconstruction of the significant role that La Coltura Popolare played, from 1911 to 1922, in soliciting the attention of its public on the topic of teacher training, in spreading the Montessori method, in stimulating a not biased and preconceived comparison between different approaches, experiments and views on childhood.
Language: Italian
DOI: 10.36253/rse-10385
ISSN: 2532-2818
Article
The Montessori Theory in the “No Schoolbag” Model. Formativity of Materials and of the Educational Environment
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 93-104
See More
Abstract/Notes: The aim of this contribution is to show the “outdated” relevance of Montessori pedagogy in the “No Schoolbag” (Senza Zaino, or “SZ”) model. Adopting some fundamental elements of Montessori’s activism, this model advocates a school in the fullest meaning of Scholè, as a place for dialogue, development and work, otium and negotium, commitment to study and the pleasure of knowledge, where the discipline of freedom, as applied to experience and filtered by emotions, is indispensable. In doing so, it rejects the idea of school being based on educational intellectualism. Rather it is an indirect educational path in which the experience of reality, rather than empty words, shapes the child's mind, developing an inner order that originates from its external counterpart, with the result that the child feels like an active participant, belonging to a welcoming, hospitable and motivating community. Drawing on the Montessori theory, the “No Schoolbag” model positions itself as a pedagogy of our time, but endowed with an ancient, rigorous, inclusive, and supportive heart.
Language: English
DOI: 10.6092/issn.1970-2221/12199
ISSN: 1970-2221