For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Efficacy of Montessori and Traditional Method of Education on Self-Concept Development of Children
Available from: Journal Issues
Publication: International Journal of Educational Policy Research and Review, vol. 3, no. 2
Date: 2016
Pages: 29-35
Asia, Comparative education, Emotional intelligence, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
See More
Abstract/Notes: Montessori is a method of education started by Maria Montessori in 1903 for the educationally backward children; after finding its efficacy on them it was thought that it even well suits for the normal children. It became very popular throughout the world in the 20th century and has been implemented both in private and public institutions. Based on certain principles it is evident in many of the researches conducted so far that the Montessori education is conducive for the overall development in social, emotional and cognitive components of children. With this background the present study was conducted to explore the effect of Montessori education on social development in terms of self-concept of the children as compared to the children of traditional method of education. Using descriptive and parametric tests for the obtained data it was found that the Montessori children have very high self-concept than the traditional children. Percentage result shows that the traditional children’s self-concept ranges from low to high category and the Montessori children’s self-concept ranges from high and very high, which indicated marked difference between them in self-concept. According to independent samples t-test results there was a statistical significant difference between the Montessori children group and the traditional children group, the Montessori children are found to have higher self-concept.
Language: English
ISSN: 2360-7076
Doctoral Dissertation (Ph.D.)
Self Concept, Emotional Intelligence, and Frustration of High School Children with Montessori and Traditional Method of Education Background
Available from: Shodhganga: Indian Theses
Asia, Comparative education, Emotional intelligence, India, Montessori method of education - Criticism, interpretation, etc., Self-esteem in children, South Asia
See More
Language: English
Published: Dharwad, India, 2017
Article
Self-Education by the Montessori Method
Available from: Trove - National Library of Australia
Publication: The Lone Hand, vol. 1, no. 4
Date: Mar 2, 1914
Pages: 237-240
Montessori method of education
See More
Language: English
Article
Announcement [of source of film, Help Me Do It Myself]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1969, no. 2/3
Date: 1969
Pages: 39–40
See More
Language: English
ISSN: 0519-0959
Book Section
Motivation and Self-Determination in Montessori Education
Book Title: The Bloomsbury Handbook of Montessori Education
Pages: 261-270
Early childhood care and education, Early childhood education, Goal (Psychology), Goal setting, Montessori method of education - Criticism, interpretation, etc., Motivation (Psychology), Self-determination
See More
Abstract/Notes: This chapter describes how learning in the Montessori system hinges on students’ self-determined engagement which is encoded in the approach. Montessori environments are designed to engage students’ interests and offer activities that are challenging—but not too challenging—for each child. Montessori schools have been associated with positive outcomes related to students’ intrinsic motivation, academic engagement, and social cohesion. Although more remains to be learned about students’ motivation and engagement in Montessori education, available research-based knowledge on Montessori schools’ impact on student motivation is promising, with strong theoretical grounds for such a relation.
Language: English
Published: New York, New York: Bloomsbury Academic, 2023
ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1
Series: Bloomsbury Handbooks
Article
History in the First Plane: Part 2 - Peace Studies in the Casa, Supporting the Creation of the Mnemic Self
Publication: NAMTA Journal, vol. 37, no. 2
Date: 2012
Pages: 43-60
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
Process Writing: Finding Flow in Adolescent Self-Expression
Publication: NAMTA Journal, vol. 26, no. 2
Date: 2001
Pages: 147-176
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Abstract/Notes: Describes one teacher's approach to process writing, a mainstay for Montessori adolescent classrooms. The premise of the method is that everyone has the natural potential to write and that the emergence of the inner voice must be nurtured by extended conferencing and revision combined with taking risks, experimenting, and continually revising. Includes samples of students' writing in progress. (Author/TJQ)
Language: English
ISSN: 1522-9734
Doctoral Dissertation (Ph.D.)
Mind Over Matter: Contributing Factors to Self-Efficacy in Montessori Teachers
Available from: American Montessori Society
See More
Abstract/Notes: Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the United States were surveyed prior to beginning their Montessori teaching and again during the internship stage of their training. As Bandura asserted that self-efficacy stems from four possible sources: mastery experience; vicarious experience; verbal or social persuasion; and physiological state (1997), the same subjects were given an additional questionnaire to determine which factors most affected their efficacy. Multiple regression was then used to examine the relationship between those factors and the teachers' self-reported efficacy. Following this data collection, four teachers from the high self-efficacy group and four teachers from the low self-efficacy group were interviewed to reveal detailed qualitative information regarding the influences on their classroom efficacy. The research indicates that Montessori teachers with high levels of self-efficacy have strong mastery experiences that support their attitudes and desired professional goals. The quantitative results also show that an emotional state associated with past experiences is the second best contributor to self-efficacy. Considering that self-efficacy may be most malleable during the early stages of learning, the results of this study serve to enhance the teacher-training experience though the analysis of early obstacles.
Language: English
Published: Boulder, Colorado, 2012
Article
Montessori: Helping Me to Differentiate My Self
Publication: NAMTA Bulletin
Date: Mar 2017
Pages: 1-5
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
Doctoral Dissertation (Ph.D.)
Transforming the Transformation: A Post-Intentional Phenomenological Exploration of Montessori Teachers Engaging in Anti-Bias and Anti-Racist Teacher Self-Reflection
Available from: University of Minnesota Libraries
Homophobia, Montessori method of education - Teachers, Racism, Teachers, Transphobia
See More
Abstract/Notes: Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a; Malm, 2004), uniting them around a shared knowledge and belief system (Fairclough, 1992, 2003). While a social identity can connect individuals and provide security and purpose, it can also limit beliefs and behaviors by producing a prescribed way of being (Foucault, 2010). Research (e.g., Sumison, 2002) has shown that when teachers are confronted with instances that challenge their teacher identity and social practice (Fairclough, 1992), they may experience dilemmas and uncertainty (Cuban, 1992; Lampert, 1985) that call their self and social identification as a teacher into question. This post-intentional phenomenological study is an attempt to better understand what is produced and provoked (Vagle, 2018) when Montessori teachers engage in anti-bias and anti-racist (ABAR) teacher self-reflection, a critical first step to implementing antiracist teaching practices in an early childhood classroom (Derman-Sparks & Edwards, 2010). Specifically, I explored what is produced and provoked in the Montessori self and social identity as teachers consider ways of being a teacher that possibly differ with the Montessori teacher way of being. Six Montessori early childhood teachers participated in three workshops on ABAR self-reflection which I developed and facilitated over the course of three and a half months. Participant experiences, including my own, and additional phenomenological material (e.g., Montessori's writing, current initiatives in the Montessori social world) offered important insight into the life and evolution of the phenomenon. To guide analysis, I used Jackson and Mazzei's (2012) thinking with theory and Deleuze and Guattari's (1987) notion of the rhizome to conceptualize the life and growth of the phenomenon. Findings revealed elements of the Montessori social identity that provide meaning and purpose for teachers working towards dismantling oppression as well as limitations in the form of a regime of truth (Foucault, 1977/2010) that can challenge the development of a dialogic identity. Implications suggest recommendations for Montessori teacher education programs including strategies of incorporating ABAR reflective practices into Montessori teacher development, reevaluating the words and position of an adored leader for relevance as society evolves, and encouraging social activism by disrupting the notion of objectivity and neutrality in teaching.
Language: English
Published: Minneapolis, Minnesota, 2018