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Article
Grant to Lander [University, Greenwood, South Carolina] to Boost Public Schools, Research
Publication: Public School Montessorian, vol. 16, no. 4
Date: Summer 2004
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Questions about Research, Policy Offer Opportunities for Montessorians
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 13, no. 2
Date: Winter 2001
Pages: 1, 27
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Language: English
ISSN: 1071-6246
Article
Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum
Available from: SAGE Journals
Publication: American Educational Research Journal, vol. 45, no. 2
Date: 2008
Pages: 443-494
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Abstract/Notes: A randomized-trials design was used to evaluate the effectiveness of a preschool mathematics program based on a comprehensive model of research-based curricula development. Thirty-six preschool classrooms were assigned to experimental (Building Blocks), comparison (a different preschool mathematics curriculum), or control conditions. Children were individually pre-and posttested, participating in 26 weeks of instruction in between. Observational measures indicated that the curricula were implemented with fidelity, and the experimental condition had significant positive effects on classrooms' mathematics environment and teaching. The experimental group score increased significantly more than the comparison group score (effect size = 0.47) and the control group score (effect size = 1.07). Early interventions can increase the quality of the mathematics environment and help preschoolers develop a foundation of mathematics knowledge.
Language: English
ISSN: 0002-8312, 1935-1011
Article
The Montessori Method of Education: An Overview of Research
Available from: InformIT
Publication: Australian Journal of Early Childhood, vol. 5, no. 4
Date: 1980
Pages: 20-24
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Language: English
ISSN: 0312-5033
Article
Servant Leadership in Montessori Education and Academic Research: Perspectives of Two Practitioners
Available from: Wiley Online Library
Publication: New Horizons in Adult Education and Human Resource Development, vol. 33, no. 4
Date: 2021
Pages: 65-69
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Abstract/Notes: This article breaks new ground in exploring servant leadership with two practitioners, a Montessori team leader and a physics professor. Looking at their reflections through the eyes of adult education, all three authors ascertained that the two practitioners were natural servant-leaders. As they considered what servant leadership meant for their teams and their leadership, they discovered that their new knowledge enhanced their way of looking at their roles with their team members. It became apparent as they contemplated the characteristics of servant leadership, that they were already practicing many of the qualities, because they wanted to serve their teams.
Language: English
DOI: 10.1002/nha3.20326
ISSN: 1939-4225
Article
Maria Montessori e il “futuro” della medicina: alcuni elementi di una ricerca sul campo [Maria Montessori and the 'Future' of Medicine: Some Elements of a Field Research
Available from: Pensa Multimedia
Publication: Italian Journal of Special Education for Inclusion, vol. 3, no. 2
Date: 2015
Pages: 55-66
Children with disabilities, Inclusive education, Special education, Spirituality
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Abstract/Notes: In 1951, Maria Montessori said that there would be a great future for medicine if it started to cure the patients’ souls, rather than just their bodies. What does this statement mean? Medicine has to turn into something different than what it currently is? The aim of this article is to contribute to a possible interpretation of Montessori’s argument, trying to overcome the separation between the medical and the pedagogical meanings of care. Starting from the data gathered through an ethnographical investigation carried out with a Special-Pedagogy perspective in many hospital divisions dedicated to the diagnosis and treatment of Rare Illnesses, the author here discusses some critical aspects that affect medical actions of diagnosis and treatment dynamics. In order to set an interdisciplinary dialogue between medicine and pedagogy, this study provides some possible educational horizons for overcoming clinical mechanisms and elements that influence the identity development of the disabled person.
Language: Italian
ISSN: 2282-5061, 2282-6041
Article
The Affective Significance of the School Experiences of Monessori Method Classes Graduates. Research Report / Afektywne znaczenia doświadczeń szkolnych absolwentów klas Montessori – doniesienia badawcze
Available from: Lubelski Rocznik Pedagogiczny
Publication: Lubelski Rocznik Pedagogiczny / Lublin Pedagogical Yearbook, vol. 36, no. 1
Date: 2018
Pages: 87
Academic achievement, Child development, Montessori method of education - Evaluation
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Abstract/Notes: The research was conducted over a period of nine months, from September 2013 to April 2014.It consisted of interviews with 94 graduates of the Maria Montessori Primary School No.27 in Lublin, who were educated according to the principles of the Montessori alternative system of education. I analyzed 69 sets of surveys completely filled in by persons meeting the focus group criteria. The questionnaire Self-reflection on Education in the Montessori System prepared on the basis of Hubert Hermans’s Method of Self-confrontation was used for testing the emotional meanings of school experiences. The overview of the indicators that evaluated the school situation can be contained in the statements: You will be responsible for the education of your children. You assume that you will choose the Montessori system, as well as that the general and ideal experiences showed that both basic motives highlighted by Herman were active (high average values of S and O), and that their activity was balanced (no statistically significant differences between S and O).General as well as ideal experiences connected with school, which were analysed in this paper, presented one of the six possible and yet the most integral type of emotional climate: strength and unity (+HH), in which intense self-awareness occurs with a “pleasant feeling of crossing the boundaries between one’s own self and someone else’s” (Chmielnicka-Kuter, Oleś, Puchalska-Wasyl 2009, p.14).On the basis of this, it was ascertained that the school space was an area of self-assertion for the subjects. / Badania zrealizowano w okresie dziewięciu miesięcy, od września 2013 do kwietnia 2014 roku. Objęto nimi 94 absolwentów Szkoły Podstawowej nr 27 im. Marii Montessori w Lublinie, którzy kształcili się według zasad alternatywnego systemu kształcenia. Analizie poddano 69 zestawów narzędzi badawczych wypełnionych kompletnie przez osoby spełniające kryteriadoboru do grupy. Do badania emocjonalnych znaczeń doświadczeń szkolnych wykorzystano kwestionariusz Autorefleksja nad kształceniemw systemie Montessori, autorsko opracowanym na podstawie Metody konfrontacji z sobą Huberta Hermansa. Ogląd wskaźników wartościowań sytuacji szkolnej ujętej w stwierdzeniu: „Będziesz odpowiedzialny za kształcenie własnych dzieci. Zakładasz, że wybierasz zarówno system Montessori (przyszłość S = 15,40; O = 15,33), jak i doświadczeń ogólnych (S = 13,89; O = 14, 54) i idealnych (S = 18,18; O = 17, 91)" wskazał, że aktywne były wyróżnione przez Hermansa dwa motywy podstawowe (wysokie średnie wartości S i O), a ich działanie zostało zrównoważone (brak istotnych statystycznie różnic między S i O). Analizowane w niniejszej pracy doświadczenia szkolne oraz ogólne i idealne prezentowały jeden z sześciu możliwych, ale najbardziej integralny typ klimatu emocjonalnego: siły i jedności (+HH), w którym intensywna samoświadomość występuje z „przyjemnym poczuciem przekraczania granic między własnym Ja, a kimś drugim” (Chmielnicka-Kuter, Oleś, Puchalska-Wasyl 2009, s. 14). Na tej podstawie uznano, że przestrzeń szkoły stanowiła dla badanych obszar samopotwierdzenia.
Language: Polish
DOI: 10.17951/lrp.2017.36.1.87
ISSN: 0137-6136
Article
Melts in Your Mind, Not in Your Hand: Using Manipulatives to Teach Social Work Research
Available from: Taylor and Francis Online
Publication: Journal of Teaching in Social Work, vol. 20, no. 1-2
Date: 2000
Pages: 159-169
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Abstract/Notes: Research and statistics are a vital part of the social work curriculum. However most social work students have difficulty grasping the basic concepts of these topics for a variety of reasons. Maria Montessori, the noted child psychologist and educator, is credited with formulating the concept of manipulatives: objects that can be used to concretize abstract processes in order to improve learning and retention. This article describes techniques for teaching the principles of hypothesis generation, sampling, statistical regression, and tests of significance (t-test and ANOVA) using small colored candies as manipulatives. Suggestions are provided for stimulating class discussions.
Language: English
ISSN: 0884-1233
Article
Let's Do More Than Look - Let's Research Montessori
Available from: JSTOR
Publication: Journal of Nursery Education, vol. 19, no. 1
Date: Nov 1963
Pages: 36-41
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English
ISSN: 2334-3982
Article
Second Language Corner for Children’s House: A Practitioner–Researcher Journey Into Bilingualism in Montessori Education
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 1
Date: 2021
Pages: 67-82
Americas, Bilingualism, Central America, Latin America and the Caribbean, Mexico, Montessori method of education
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Abstract/Notes: This work reports, from a qualitative research perspective, the development of an English Corner project for a preschool Children’s House classroom in central Mexico over the course of a 3-year period. It shows the transition of a language specialist over six consecutive periods of work, from a traditional understanding and practice of teaching English as a second language to young learners into a more comprehensive one of the Montessori Method. The analysis of my own practice is used to recover insights through a reflective process with the intention to develop a second language (L2) Montessori program for 3- to 6-year-olds that aligns better with Montessori pedagogy. Variables such as instruction time, setting, group constitution, materials, and teaching and learning strategies allowed for certain aspects to arise as leading points of interest for the focus of the analysis and the methodological and pedagogical adaptations that followed each period. This paper is an attempt to fill the gap between the need to deliver a second language effectively in Montessori education and the lack of guidance for doing it the Montessori way; it is especially for practitioners who do not have a Montessori background but also for Montessori-trained teachers for whom more specific preparation would aid their practice. I also hope to stimulate further research in the field of second language acquisition and multilingualism in Montessori education at every level of education.
Language: English
ISSN: 2378-3923