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219 results

Article

Peace Through Education

Publication: AMI Journal (2013-), vol. 2013, no. 1-2

Pages: 51-55

Conferences, International Montessori Congress (6th, Copenhagen, Denmark, 1-10 August 1937), Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Peace, Peace education, ⛔ No DOI found

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Abstract/Notes: 1937, Montessori-Pierson Publishing Company previously published in Communications, 1986/2-3 Two years before the outbreak of World War II, in 1937, the Sixth International Montessori Congress on Peace was held in Copenhagen. During one of the lectures the Congress participants were addressed by Maria and Mario Montessori who pleaded that humankind must come to terms with themselves and the environment. They recognized that increasing efforts were being made all over the world to understand the elusive concept of peace, as more and more groups of people were organizing peace efforts in their communities.

Language: English

ISSN: 2215-1249, 2772-7319

Article

TACC Gives Indian Children a Good Start

Publication: Talking Leaf, vol. 41, no. 11

Pages: 11

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

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Language: English

ISSN: 0300-6247

Book Section

Accelerating the Mathematical Development of Young Navajo Children

Available from: Springer Link

Book Title: Rural Education Research in the United States: State of the Science and Emerging Directions

Pages: 145-165

Americas, Indigenous communities, Indigenous peoples, Montessori method of education, Montessori method of education, Navajo children, North America, United States of America

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Abstract/Notes: We describe a fulfilling 7-year relationship between educational practice and program evaluation at the STAR School, an Arizona public charter dedicated to providing excellent education for Navajo children in a rural, impoverished area. Previous literature had empirically identified Pre/K math and language skills as predictors of future school success. Therefore, a Montessori-based curriculum with trained teachers was implemented. It provided high quality preschool math education that was congruent with Navajo cultural values. Program evaluation and educators’ insights comprised a long-term collaboration that guided annual improvement of the program. Children’s data on growth in math, language, and social development are summarized for the most recent 3 years of the program, as are parental assessments of the school. Results indicate that this program has been highly successful with Pre and K students. They entered more than a year behind, on average, in math concepts and language. By the end of their Pre/K experience virtually all of the children were at or above grade level in math. We believe that our work underscores the value of creating long-term collaborative relationships between rural educators who are implementing promising educational practices and dedicated researchers who can offer beneficial empirical and theoretical perspectives.

Language: English

Published: Cham, Switzerland: Springer International Publishing, 2017

ISBN: 978-3-319-42940-3 978-3-319-42938-0

Article

Early Day Games: Child's Play - Adult's Work

Publication: Rawhide Press, vol. 12, no. 11

Pages: 14

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

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Language: English

ISSN: 0300-6328

Article

Pine Ridge Sioux: Walking in Beauty at the Juncture of Montessori, Lakota Values [Red Cloud Indian School, South Dakota]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 10, no. 3

Pages: 12

Americas, Indigenous communities, Indigenous peoples, Montessori method of education, Montessori method of education, North America, Oglala children, Red Cloud Indian School (South Dakota), United States of America

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Language: English

Article

A Montessori School for Native Americans: At Tulalip, It's Not the First Time [Tulalip Tribes, Marysville, Washington]

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 7, no. 4

Pages: 12

Americas, Indigenous communities, Indigenous peoples, Montessori schools, Montessori schools, North America, Tulalip School (Washington), United States of America

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Language: English

Article

Le Case dei bambini nella Calabria di inizio Novecento attraverso l’Archivio Storico dell’ANIMI / Montessori’s Children’s Houses in Calabria at the Beginning of the Twentieth Century in the Historic Archive of the ANIMI

Available from: Rivista di Storia dell’Educazione

Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2

Pages: 97-107

Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia (ANIMI), Europe, Italy, Montessori method of education, Montessori schools, Southern Europe

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Abstract/Notes: The birth of Montessori’s Case dei Bambini (“Children’s Houses”) and the adoption of her innovative teaching method constitute an interesting chapter in the renewal of educational practices in Italy in the early years of the 20th century. Spreading from North to South, the biggest impact was felt where the social question was most acute. Milan, Rome and Città di Castello (the location of the Villa Montesca belonging to Leopoldo Franchetti and his wife Alice Hallgarten), together with very small communities such as those of Ferruzzano and Saccuti in the province of Reggio Calabria, were ideal contexts in which to test the assumptions of Maria Montessori’s approach to pedagogy. Specifically, this paper examines the experience of the Children’s Houses and nursery schools set up in Calabria by the Associazione Nazionale per gli Interessi del Mezzogiorno d’Italia (ANIMI, the National Association for the Interests of the Italian Mezzogiorno). The use of partly unpublished materials kept in the Association’s Historic Archive makes it possible to reconstruct the enthusiasm for the Montessori method of some teachers who were not from Calabria and to assess its positive effects on the children, who were among the country’s most neglected, often condemned to a series of privations. 

Language: Italian

DOI: 10.36253/rse-10369

ISSN: 2532-2818

Article

The Montessori Class at the Tulalip Indian School

Available from: National Archives (USA)

Publication: Indian School Journal, vol. 19, no. 7

Pages: 249-254

Americas, Indigenous communities, Indigenous peoples, Montessori schools, Montessori schools, North America, Tulalip School (Washington), United States of America

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Language: English

ISSN: 0364-7056

Article

Integrated STEM in Practice: Learning from Montessori Philosophies and Practices

Available from: Wiley Online Library

Publication: School Science and Mathematics, vol. 119, no. 4

Pages: 190-202

Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: In theory, STEM (interdisciplinary science, technology, engineering and mathematics) is cross-disciplinary and situated in real-world problem-solving contexts. In practice, STEM disciplines are often implemented separately using contrived contexts. This paper examines theoretical and empirical aspects of Montessori middle school science in the United States, and its alignment with the conceptual framework of integrated STEM. We selected Montessori adolescent environments because the Montessori philosophy involves interdisciplinary application contextualized in purposeful work and learning. Our research sought to investigate how Montessori middle schools have designed their science programs, and to situate these findings within the current landscape of STEM education and reform-based science. Based on the results of our survey of 96 U.S. Montessori middle schools, we argue Montessori offers an integrated educational approach that meaningfully situates academic disciplines to mirror local and global challenges, well supported by theory and literature on STEM and situated learning theories. We assert that integrated STEM happens organically in many Montessori middle schools, and takes place through authentic work in communities of practice. Our research communicates the value of looking outside traditional school settings to examine alternative formal education spaces, like Montessori classrooms where integrated STEM happens organically.

Language: English

DOI: 10.1111/ssm.12331

ISSN: 1949-8594

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