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Aus der Arbeit der holländischen Montessorischulen [From the work of the Dutch Montessori schools]

Available from: Stadsarchief Amsterdam (Amsterdam City Archives)

Publication: Montessori-Nachrichten

Pages: 1-6

Europe, Holland, Montessori method of education, Montessori schools, Netherlands, Rosy Joosten-Chotzen - Writings, Western Europe

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Language: German


English Spelling in the Montessori Schools [1]

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 2, no. 4

Pages: 235-251

Claude Albert Claremont - Writings, Literacy, Spelling

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Language: English


English Spelling in the Montessori Schools [2]

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 3, no. 1

Pages: 32-52

Claude Albert Claremont - Writings

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Language: English


Academia bilingüe de Denver sirve de modelo para escuelas en reservaciones indígenas [Denver Bilingual Academy serves as a model for schools on Indian reservations]

Available from: Independent Voices

Publication: La Voz Hispana de Colorado, vol. 28, no. 13

Pages: 20

Americas, Bilingualism, Indigenous communities, Indigenous peoples, North America, United States of America

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Language: Spanish


Developing a Project Curriculum for Village Schools in India: A Suggestive Method of Procedure

Available from: Internet Archive

Asia, Early childhood care and education, Early childhood education, India, Indigenous communities, Indigenous peoples, Rural education, South Asia

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Abstract/Notes: Specifically see section related to the work of Tagore and his school at Santiniketan which incorporates a Montessori-like method of education. Also published under the title, "New Schools for Young India: A Survey of Educational, Economic and Social Conditions in India with Special Reference to More Effective Education."

Language: English

Published: Chapel Hill, North Carolina: University of North Carolina Press, 1930

Bachelor's Thesis

Perbedaan tingkat kemandirian anak Prasekolah di sekolah Montessori dengan sekolah non Montessori [Differences in the level of independence of preschool children in Montessori schools and non-Montessori schools]

Available from: CORE

Asia, Australasia, Comparative education, Indonesia, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Southeast Asia

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Abstract/Notes: Kemandirian adalah kemampuan seseorang untuk melakukan segala sesuatunya sendiri sesuai dengan tugas perkembangannya yang didasari oleh inisiatif, keinginan, kontrol diri dan kepercayaan pada kemampuannya sendiri. Anak perlu dilatih kemandiriannya sejak usia dini supaya tugas perkembangan dapat berkembang secara optimal. Sekolah memiliki peran penting untuk meningkatkan kemandirian anak. Menurut Santrock (2002:242), lingkungan bermain sangat penting dalam optimalisasi perkembangan anak. Salah satu sekolah dengan pendekatan seperti di atas adalah sekolah Montessori. Pendekatan Montessori menerapkan agar anak belajar mandiri dan tidak bertanya kepada guru atau menunggu jawaban (Hainstock 2008:38-40). Anak yang dididik dengan pendekatan Montessori diberi kesempatan untuk bekerja sendiri dengan material-material yang ada di lingkungannya, mengungkapkan keinginannya untuk memilih aktivitas, mengembangkan disiplin, dan anak perlu mengetahui apa yang baik dan buruk. Apabila hal-hal ini telah dipenuhi, maka kemandirian anak akan terbentuk (Modern Montessori International n.d.:40-41). Penelitian ini bertujuan untuk mengetahui secara empiris ada tidaknya perbedaan tingkat kemandirian anak prasekolah di sekolah Montessori dengan sekolah non Montessori. Subjek penelitian (N=28) adalah anak prasekolah berusia 3-4 tahun yang bersekolah di sekolah Montessori “X” dan sekolah non Montessori “Y” Teknik pengambilan sampel menggunakan seluruh populasi playgroup 2. Pengambilan data menggunakan rating scale terhadap kemandirian anak di sekolah Montessori maupun di sekolah non Montessori. Data dianalisis dengan teknik Uji t (t-test). Nilai t = 0.364, dengan p = 0.720 (p > 0.05) yang berarti hipotesis penelitian ditolak. Hal ini berarti tidak ada perbedaan signifikan tingkat kemandirian anak prasekolah di sekolah Montessori “X” dengan sekolah non Montessori “Y”. [Independence is a person's ability to do things on their own in accordance with their developmental tasks based on initiative, desire, self-control and belief in their own abilities. Children need to be trained to be independent from an early age so that developmental tasks can develop optimally. Schools have an important role in increasing children's independence. According to Santrock (2002: 242), the play environment is very important in optimizing children's development. One of the schools with such an approach is the Montessori school. The Montessori approach applies so that children learn independently and do not ask the teacher or wait for answers (Hainstock 2008:38-40). Children who are educated with the Montessori approach are given the opportunity to work alone with materials in their environment, express their desire to choose activities, develop discipline, and children need to know what is good and bad. If these things have been fulfilled, then the child's independence will be formed (Modern Montessori International n.d.: 40-41). This study aims to determine empirically whether there are differences in the level of independence of preschool children in Montessori schools and non-Montessori schools. The research subjects (N=28) were preschoolers aged 3-4 years who attended Montessori schools "X" and non-Montessori schools "Y" The sampling technique used the entire playgroup population 2. Data collection used a rating scale on the independence of children in Montessori schools. as well as in non-Montessori schools. The data were analyzed by using the t-test technique (t-test). The value of t = 0.364, with p = 0.720 (p > 0.05) which means the research hypothesis is rejected. This means that there is no significant difference in the level of independence of preschool children in Montessori schools "X" with non-Montessori schools "Y"]

Language: Indonesian

Published: Surabaya, Indonesia, 2009

Book Section

Empirische Forschung zu Montessori-Schulen [Empirical Research on Montessori Schools]

Available from: Springer Link

Book Title: Handbuch Bildungsreform und Reformpädagogik

Pages: 335-343

Montessori method of education, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation

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Abstract/Notes: Der Forschungsstand zu Montessori-Schulen wurde gelegentlich so zusammengefasst, dass den Montessori-Schülern durch alle Schulstufen hindurch in den meisten Schulfächern ein Leistungsvorsprung attestiert wurde. Eine nähere Überprüfung ergibt, dass dies kaum evidenzbasiert ist, wurden doch in drei von sechs vorliegenden Studien keine wesentlichen bzw. keine konstanten Unterschiede zugunsten der Montessori-Schüler festgestellt, und auch in den anderen drei Studien konnten Leistungsvorteile für die Montessori-Schüler meist nur im mathematischen Bereich nachgewiesen werden. Dieser tendenzielle mathematische Vorteil wird oft mit dem Einsatz spezieller anschaulicher und sinnlich erfahrbarer Arbeitsmaterialien erklärt, die typischer Weise in der Montessori-Pädagogik Verwendung finden. Die Stärken der Montessori-Schulen scheinen aber insgesamt eher im Bereich des überfachlichen Lernens und der Gestaltung zufriedenstellender Lernsituationen zu liegen. Hier zeigen die Studien relativ übereinstimmend deutliche Vorteile zugunsten der Montessori-Schulen. [The state of research on Montessori schools has occasionally been summarized in such a way that Montessori students at all school levels were attested a performance advantage in most school subjects. A closer examination reveals that this is hardly evidence-based, as no significant or constant differences in favor of the Montessori students were found in three of the six available studies, and in the other three studies as well, performance advantages for the Montessori students could mostly only be proven in the mathematical field. This tendential mathematical advantage is often explained with the use of special, clear and sensual working materials that are typically used in Montessori pedagogy. Overall, however, the strengths of the Montessori schools seem to lie more in the area of ​​interdisciplinary learning and the design of satisfactory learning situations. Here, the studies show relatively consistent clear advantages in favor of the Montessori schools.]

Language: German

Published: Wiesbaden, Germany: Springer, 2018

ISBN: 978-3-658-07491-3

Archival Material Or Collection

Box 14, Folder 4 - Notebooks, ca. 1929-1940 - "Holland Montessori Schools"

Available from: Seattle University

Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings, Europe, Holland, Montessori schools, Netherlands, Western Europe

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Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections


Dr. Montessori Peace Advocate; Famous Italian Teacher Says Women Not Enthusiastic About War; Accept the Inevitable; Will Establish Schools at Los Angeles, San Diego, and San Francisco

Available from: Newspapers.com

Publication: Pomona Progress (Pomona, California)

Pages: 1

Americas, Maria Montessori - Biographic sources, North America, United States of America

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Language: English

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