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Honors Thesis
The Great Italian Educator: The Montessori Method and American Nativism in the 1910s
Available from: University of Kansas
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Abstract/Notes: The purpose of this project is to investigate to what extent Protestant nativism impeded the spread of the Montessori Method in the United States. The Montessori Method has experienced waves of popularity in America ever since it was first introduced in 1910. During the first wave of popularity, from 1910-1917, Dr. Maria Montessori, the founder, faced backlash from educators and educational philosophers for her scientific reasoning and her pedagogical and social philosophies. Some Montessori historians believe that these factors were critical in halting the spread of the Montessori Method in America in 1917. An additional theory is that Montessori’s personal identity, as an Italian Catholic woman, impeded the reception of her ideas in America. Considering that the time period was characterized by anti-Catholic rhetoric from political organizations as well as newspapers and journals, the theory makes sense. Research for this project was conducted by examining newspaper publications that covered the Montessori Method, rebuttals of the method published by American educators, and the books and articles written by Montessori advocates. Other primary sources include Catholic publications and Dr. Montessori’s own books and writings. Secondary sources, such as autobiographies of Maria Montessori’s life and examinations of nativist activity at the beginning of the 20th Century, help paint a picture of the state of America when Dr. Montessori visited in 1913. Overall, these sources indicate that anti-Catholic sentiments played a minor role, if any, in hampering the spread of the Montessori Method. Maria Montessori’s publicist, Samuel S. McClure, crafted a particular public image for Montessori, compatible with themes of social reform, Progressive educational reform, and feminism, which would appeal to most Americans. The creation of this public image is significant as it was a manifestation of the cultural upheaval experienced during the early 20th century and had lasting implications for Progressive education and the future of the Montessori Method in America. Supporters for the method emphasized the scientific foundation of the method, Dr. Montessori’s ideas for social reform through education, and the compatibility of the method with American ideals of individual freedom and responsibility. In the end, other factors such as leading educators’ disapproval of different aspects of the method, World War I, and Dr. Montessori’s personality led to the decline of the Montessori Method in America at that time.
Language: English
Published: Lawrence, Kansas, Apr 2019
Report
The Children's House Manual: A Guide to the Social System, Physical Environment and Instructional Strategies of an American Montessori Public School
Available from: University of Connecticut Libraries - American Montessori Society Records
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Language: English
Published: Cincinnati, Ohio, 1977
Conference Paper
Montessori and the reformation of the American educational system for the 21st century
AMI International Study Conference
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Language: English
Published: Washington, D.C.: AMI/USA, 1989
Pages: 80-84
Report
The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools
Available from: Vanderbilt University Institutional Repository
Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
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Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."
Language: English
Published: Nashville, Tennessee, 2007
Book Section
Facing the Montessori Challenge as Americans
Book Title: Building the Foundations for Creative Learning
Pages: 72-77
American Montessori Society (AMS), New York
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Language: English
Published: New York: American Montessori Society, 1964
Article
Una delle migliori scuole. Gli americani e la Montessori
Publication: I Diritti della scuola: rassegna quindicinale dell'istruzione primaria, vol. 72, no. 1
Date: 1972
Pages: 9-10
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Language: Italian
ISSN: 0012-3382
Article
American Montessori Society–2003 Board and Heads Elections
Available from: ProQuest
Publication: Montessori Life, vol. 15, no. 1
Date: Winter 2003
Pages: 49
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Abstract/Notes: Includes 8 candidate biographies
Language: English
ISSN: 1054-0040
Article
Impressions of an American Observer in the Montessori Schools
Publication: Journal of the Proceedings of the Annual Meeting of the Illinois State Teachers' Association, vol. 59
Date: 1912
Pages: 109-116
Europe, Italy, Southern Europe
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Language: English
Master's Thesis (Action Research Report)
You Don’t Need to Speak to be Heard: The Effects of Using American Sign Language with Hearing Lower Elementary Montessori Children
Available from: St. Catherine University
Action research, American Sign Language (ASL), Language acquisition, Lower elementary, Montessori method of education
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Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.
Language: English
Published: St. Paul, Minnesota, 2019
Article
The American Montessori Society
Publication: American Montessori Society Bulletin
Date: 1966
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Language: English
ISSN: 0277-9064