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Article
Your Montessori Child: Parents' Guide to Montessori
Publication: Montessori International, vol. 69
Date: Oct 2003
Pages: insert
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Abstract/Notes: Part 3 of 3
Language: English
ISSN: 1470-8647
Book
L'uomo di Maria Montessori: dal bambino maestro d'amore all'adulto di pace: congresso internazionale (Roma, 16-17 maggio, Chiaravalle, 18-19 maggio 2002) [Man According to Maria Montessori: From Love-Teaching Child to Peace-Loving Adult: International Congress (Roma, Italy, 16-17 May, Chiaravalle, 18-19 May 2002)]
Conference proceedings, Conferences, Europe, Italy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education, Southern Europe
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Language: Italian
Published: Roma, Italy: Opera Nazionale Montessori, 2002
ISBN: 88-88227-14-8 978-88-88227-14-6
Article
Edukacja językowa dziecka w systemie Marii Montessori [Language education of a child in the Maria Montessori system]
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, no. 6/4
Date: 2007
Pages: 12-19
Early childhood care and education, Early childhood education, Language education, Maria Montessori - Philosophy, Montessori method of education
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Language: Polish
ISSN: 1896-2327, 2353-7787
Book
Montessori for the Disadvantaged: An Application of Montessori Educational Principles to the War on Poverty
African American community, African Americans, Americas, Montessori method of education, Montessori schools, North America, United States of America
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Language: English
Published: New York, New York: Putnam's sons, 1967
Article
Montessori? Wie is Montessori? [insert]
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, vol. 12, no. 10
Date: Jul 27, 1929
Pages: [unpaged]
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Language: Dutch
Doctoral Dissertation (Ed.D.)
Examination of Montessori Training: Experiences of People of Color in Public and Charter Montessori Schools
Available from: ProQuest - Dissertations and Theses
Americas, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori training courses, Montessori training courses, North America, Teacher training, Teachers, United States of America
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Abstract/Notes: This research consisted of a qualitative phenomenological study of public and charter Montessori educators who are linked with Association Montessori Internationale (AMI) teacher training. This study aimed to explore the lived experiences of people of Color associated with AMI teacher training and public or charter schools. The problem statement to be addressed in this study is limited Montessori-trained teachers of color noted in Montessori research and limited representation of people of color in public and charter Montessori schools. Experiences of people of color associated with Montessori have not been shared to the extent of their White counterparts. The guiding theoretical framework of the study is the Montessori methodology. The lived experiences of 14 study participants identified the phenomenon of the study. The Montessori participants, educators of color shared their lived experiences from one of three perspectives: teaching as a fully trained Montessori guide, teaching while enrolled in Montessori teacher training, or working as a Montessori assistant under a trained guide while enrolled in Montessori training. Five major themes emerged from nine interview questions: (1) training experience, (2) work/course load, (3) social emotional wellness, (4) training deficits, and (5) financial implications. Implications that emerged from the study’s findings were connected to social emotional wellness, the intensity of AMI teacher training, and a need for supplemental knowledge of practices outside of Montessori.
Language: English
Published: Jonesboro, Arkansas, 2023
Article
Influencia del método Montessori en el aprendizaje de la matemática escolar / Influence of the Montessori Method on Learning School Mathematics
Available from: Universidad Pedagógica y Tecnológica de Colombia
Publication: Revista de Investigación, Desarrollo e Innovación, vol. 11, no. 3
Date: 2021
Pages: 555-568
Early childhood care and education, Early childhood education, Mathematics education, Montessori method of education
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Abstract/Notes: Actualmente, el aprendizaje de la matemática escolar se ha constituido en un problema latente, generado por diversos factores, entre ellos, los métodos usados por el profesor. El objetivo de la investigación consistió en establecer la influencia que tiene el método Montessori en el fortalecimiento del pensamiento lógico-matemático en los infantes de grado tercero, en una Institución educativa colombiana. La metodología fue cuantitativa, con diseño cuasi-experimental; la información fue recogida en un diario de campo por observación directa y una prueba de entrada-salida; los datos se procesaron con el software SPSS y las hipótesis se comprobaron con la prueba de Wilcoxon. Los resultados mostraron que el método Montessori plasmado en una secuencia didáctica, influyó de manera significativa en el aprendizaje estudiantil asociado a las operaciones de adición y multiplicación con números naturales. Se concluye que este método promueve el aprendizaje significativo de los escolares, basado en experiencias y descubrimientos. / Currently, the learning of school mathematics has become a latent problem, generated by various factors, including the methods used by the teacher. The objective of the research was to establish the influence of the Montessori method in strengthening logical-mathematical thinking in third grade infants, in a Colombian educational institution. The methodology was quantitative, with a quasi-experimental design; the infor-mation was collected in a field diary by direct observation and an entry-exit test; the data were processed with the SPSS software and the hypotheses were verified with the Wilcoxon test. The results showed that the Montessori method, embodied in a didactic sequence, significantly influenced student learning associated with the operations of addition and multiplication with natural numbers. It is concluded that this method promotes meaningful learning in schoolchildren, based on experiences and discoveries.
Language: English
DOI: 10.19053/20278306.v11.n3.2021.13354
ISSN: 2027-8306, 2389-9417
Book Section
Die Anfänge der Montessori-Methode in der Schweiz [The Beginnings of the Montessori Method in Switzerland]
Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Pages: 25-88
Europe, Fascism, Giovannina Mattei-Alberti - Biographic sources, Maria Boschetti-Alberti - Biographic sources, Maria Valli - Biographic sources, Montessori method of education, Montessori schools, Sister Irene Curti - Biographic sources, Switzerland, Teresa Bontempi - Biographic sources, Western Europe
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Language: German
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
ISBN: 978-3-258-07092-6
Article
Montessori 101: Some Basic Information That Every Montessori Parent Should Know
Publication: Tomorrow's Child, vol. 8, no. 5
Date: 2000
Pages: 5–10, 12, 14–23
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Language: English
ISSN: 1071-6246
Article
La relation éducative dans la pédagogie Montessori: réflexion sur des invariants pouvant contribuer au bien-être de l'élève [The educational relationship in Montessori pedagogy: reflection on invariants that can contribute to the well-being of the student]
Available from: Open Edition Journals
Publication: Éducation et socialisation. Les Cahiers du CERFEE, no. 67
Date: 2023
Montessori method of education, Wellbeing
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Abstract/Notes: La pédagogie Montessori semble aujourd’hui bien installée dans le paysage des pédagogies alternatives. Ses particularités : un héritage de l’Éducation nouvelle, une rupture avec la forme scolaire, mais aussi, par l’intermédiaire d’un matériel médiateur, un changement dans relation éducative adultes / enfants. Comment la qualifier ? Quels sont ses spécificités, ses invariants ? Parce qu’elle repose sur des valeurs comme l’épanouissement de l’élève, le développement de ses capacités, de ses réussites ; mais aussi sur une posture de l’adulte-éducateur particulière, suffisamment en retrait pour ne pas gêner l’élève, tout en étant une ressource, une béquille, une source de motivation pour se mettre au travail, cette pédagogie pourrait, pour ces raisons, contribuer au bien-être de l’élève à l’école. Et s’il s’agissait d’une éthique éducative basée sur l’empathie ? C’est en mettant en perspective certains écrits de la pédagogue avec des exemples de situations de classe que nous proposons de réfléchir à cette question, en adoptant une posture de recherche qui mêle l’herméneutique textuelle et l’observation ethnographique. / The Montessori method seems to be well established in the landscape of alternative pedagogies today. Its particularities: a heritage of the Progressive Education, a rupture of the formal schooling, but also through the intermediary of a mediating material, a change in the educational relationship between adults and children. How can it be qualified? What are its specificities, its invariants? Because it is based on values related to the development of the student, to his capacities, to his successes; but also on a very particular role of the adult educator, sufficiently step back in order not to disturb the pupil, while being a resource, a crutch, a source of motivation to start working, this method seems, for these reasons, to contribute to the well-being of the student in school. Should it be an educational ethic based on empathy? It is by putting into perspective some writings of the pedagogue with examples of class situations that we propose to reflect on this question, by adopting a research posture that mixes textual hermeneutics and ethnographic observation.
Language: French
DOI: 10.4000/edso.22685
ISSN: 0992-3705