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Doctoral Dissertation

Escola Montessori: um espaço de conquistas e redescobertas [Montessori School: a space for conquests and rediscoveries]

Available from: Universidade LaSalle - Institutional Repository

Americas, Brazil, Latin America and the Caribbean, Maria Montessori - Philosophy, Montessori method of education, Montessori schools, South America

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Abstract/Notes: A presente investigação focaliza os principais fundamentos da pedagogia montessoriana no que tange aos aspectos relativos à teoria e ao método propostos por Maria Montessori, desde o final do século XIX, e adaptados aos contextos educativo e curricular contemporâneos na Prima-Escola Montessori, localizada na Cidade de São Paulo. A referida Instituição tem seu trabalho reconhecido ao longo de quase três décadas no território brasileiro e também no plano internacional por ser a única instituição educacional sul-americana citada no Around the World in 100 Years – Montessori Centenary. Considerando, a priori, a pertinência de estudos que oportunizem o resgate da dimensão pedagógica na história do currículo das organizações educativas, este trabalho apresenta como problema de pesquisa a seguinte indagação: quais são as contribuições pedagógicas do modelo curricular montessoriano aplicado à Educação Básica na escola brasileira contemporânea? Para respondê-la, foi desenvolvida uma pesquisa, de cunho predominantemente qualitativo, baseada na observação participante por meio de entrevistas semiestruturadas e fotografias. Nesse sentido, o trabalho estrutura-se em três capítulos. O primeiro capítulo faz um resgate de fatos significativos da trajetória da vida pessoal e profissional de Maria Montessori; o segundo apresenta uma abordagem das ideias básicas da pedagogia científica desenvolvida por ela e a gênesis dos princípios, que fundamentam seu método educativo; e o terceiro fala sobre a pesquisa de campo realizada na Prima-Escola Montessori de São Paulo, com a intenção de permitir uma análise crítica entre teoria e prática e verificar quais são, na atualidade, os valores e as possibilidades desse sistema de ensino. [The following investigation focus on the main foundations for the montessorian pedagogy about aspects related to the theory and the method proposed by Maria Montessori since the end of the XIX century and adapted to contemporary educational and curricular contexts at Prima –Escola Montessori, in São Paulo. This school has been recognized for its work for almost three decades in the Brazilian territory and also internationally, being the only South-American one mentioned in Around the World in 100 Years – Montessory Centenary. Taking into consideration the relevance of studies that permit the rescue of the pedagogical dimension in History of the curriculum of the educational institutes, the following work presents, as research problem, the following question: What are the pedagogical contributions to the montessorian curricular model applied to Basic Education in contemporary Brazilian Schools? A predominantly qualitative research was developed to answer it, based on interactive observation, semi-structured interviews and photographs. For that objective, this work is structured in three chapters. The first chapter is a rescue of the significant facts related to Maria Montessori’s personal and professional life; the second presents an approach of basic ideas concerning the scientific pedagogy developed by her and the genesis of the principles that are the bases for her educational method; and the third is about the applied research at Prima-Escola Montessori in São Paulo, with the intention of permitting critical analysis between theory and practice and verifying the values and the possibilities of this teaching system nowadays.]

Language: Portuguese

Published: Canoas, Brazil, 2009

Article

Montessori-Pädagogik in der Gegenwart: zur deutschen Montessori-Konferenz in Frankfurt [Montessori pedagogy in the present: for the German Montessori conference in Frankfurt]

Available from: V&R E-Library

Publication: Bildung und Erziehung, vol. 5

Pages: 260-267

Conferences, Europe, Germany, Western Europe

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Language: German

DOI: 10.7788/bue-1952-jg33

ISSN: 0006-2456, 2194-3834

Article

De la pédagogie Montessori aux inspirations montessoriennes: Réflexion sur la question des emprunts pédagogiques partiels dans les pratiques enseignantes [From Montessori pedagogy to Montessori inspirations: Reflection on the question of partial pedagogical borrowing in teaching practices]

Available from: CAIRN

Publication: Spécificités, vol. 12, no. 1

Pages: 31-55

Education - Study and teaching, Europe, France, Montessori method of education - Teachers, Teachers, Western Europe

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Abstract/Notes: Un nombre important d’enseignant(e)s de l’école maternelle remettent actuellement en cause ses modalités pédagogiques habituelles en instillant dans leur pratique des éléments issus de la pédagogie Montessori. Qu’il s’agisse de l’organisation spatiale, du matériel, des usages du temps, ou du rôle de l’adulte, ces pratiques « d’inspiration montessorienne » s’avèrent très hétérogènes et plus ou moins orthodoxe. Cet article cherche à les catégoriser en distinguant des pratiques relevant d’un faible ou d’un fort engagement montessorien. Dans les deux cas, il s’agit aussi de mettre au jour d’inexorables limites à l’importation de la pédagogie Montessori au sein de l’école maternelle publique, du fait des programmes et du cadrage institutionnel. L’ensemble du raisonnement est l’occasion d’une réflexion sur l es emprunts pédagogiques partiels, lorsque des éléments d’une pédagogie sont repris sans forcément l’ensemble de ses principes fondateurs. [A significant number of french preschool teachers are currently changing their usual pedagogical methods by instilling elements from Montessori pedagogy into their practice. Concerning spatial organization, pedagogical material, uses of time, or adult’s role, these practices are very heterogeneous and more or less orthodox. This article seeks to categorize them by distinguishing practices within a weak or strong Montessori commitment. In both cases, it’s also a question of inexorable limits to the importation of Montessori pedagogy into public french preschool, due to programmes and institutional framework. This whole reasoning is an opportunity for reflection on partial pedagogical loans, when elements of a pedagogy are taken up without necessarily all its founding principles.]

Language: French

DOI: 10.3917/spec.012.0031

ISSN: 2256-7186

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

Doctoral Dissertation

Academic Achievement: Montessori and Non-Montessori Private School Settings

Available from: ProQuest Dissertations and Theses

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Abstract/Notes: The purpose of this study was to describe the extent to which sixth grade elementary school students in Montessori school settings and sixth grade elementary school students in non-Montessori school settings differ with regard to academic achievement as measured by the Ninth Edition of the Stanford Achievement Test. Schools that are certified as "Montessori" must meet stringent requirements and although the Montessori philosophy has been implemented in the United States for a number of years, little research has documented its effectiveness, at least as based on students' scores on standardized tests. In the Rio Grande Valley, few Montessori schools are in place and even fewer administer such assessments. A causal-comparative research design with matched pairs was used to describe the difference in academic achievement of sixth grade elementary school students in Montessori school settings with sixth grade elementary school students in non-Montessori school settings. Archival data were analyzed using five separate t-tests for paired samples in which the raw scores for reading, mathematics, language arts, science, and social studies were the dependent variables for achievement for both sixth grade elementary school students in Montessori school settings and sixth grade elementary school students in non-Montessori school settings as measured by the ninth edition of the Stanford Achievement Test. The results indicate that the academic achievement in reading and mathematics of sixth grade elementary school students who have attended Montessori school settings is statistically significantly higher than the academic achievement in reading and mathematics of sixth grade elementary school students who have attended non-Montessori school settings. The knowledge gained from this study might assist educators and parents in search of the most effective education to offer children. It will also extend knowledge of Montessori and the effects that it has on the academic achievement of children.

Language: English

Published: Houston, Texas, 2008

Undergraduate Thesis

Specifika řízení Montessori škol / Specifics of Montessori School Management

Available from: Univerzita Karlova Institutional Repository

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Abstract/Notes: Bakalářská práce Specifika řízení montessori škol se zaměřuje na rozdíly v řízení montessori škol a škol bez montessori vzdělávacího programu. Teoretická část je na základě odborné literatury zaměřena řízení školy, ředitele školy a na kompetence, které ředitelé mají. Dále je zde popisován kompetenční model ředitele. Třetí kapitola charakterizuje řízení pedagogického procesu. Konkretizuje, jak získávat a udržet žáky. V kapitole řízení lidských zdrojů je popisováno přijímání, rozvoj, hodnocení pracovníků a hospitace. Další část se týká alternativního vzdělávání se zaměřením na osobnost Marie Montessori a na specifika tohoto pedagogického směru. Praktická část se zabývá metodikou sběru dat a popisuje výsledky dotazníkového šetření. Cílem práce je zjistit rozdíly v řízení montessori škol a škol bez montessori vzdělávacího programu. Tohoto cíle je dosaženo zhodnocením výsledků z dotazníkového šetření. / The bachelor's thesis Specifics of Montessori School Management focuses on the differences in the management of montessori schools and schools without a montessori educational program. Based on the literature, the theoretical part focuses on the management of the school, the school principal and the competencies that the principals have. Furthermore, the competence model of the director is described here. The third chapter characterizes the management of the pedagogical process. It specifies how to acquire and retain students. The chapter on human resources management describes recruitment, development, evaluation of employees and supervision. The next part concerns alternative education with a focus on the personality of Maria Montessori and the specifics of this pedagogical direction. The practical part deals with the methodology of data collection and describes the results of the questionnaire survey. The aim of the work is to find out the differences in the management of montessori schools and schools without a montessori educational program. This goal is achieved by evaluating the results of the questionnaire survey.

Language: Czech

Published: Prague, Czechia, 2022

Master's Thesis

Glasba in gibanje: razvoj ritmičnih sposobnosti predšolskih otrok v vrtcih montessori [Music and Movement: The Development of Rhythmical Abilities of Children from Montessori Preschool]

Available from: Digital Library of the University of Maribor (DKUM)

Child development, Europe, Eurythmics, Montessori method of education, Montessori schools, Music education, Rhythm, Slovenia, Southern Europe

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Abstract/Notes: V magistrski nalogi smo obravnavali področje razvoja glasbenih sposobnosti s poudarkom na ritmičnih sposobnostih v povezavi z glasbenimi dejavnostmi in izhodiščem pedagoškega koncepta montessori. Želeli smo proučiti učinek glasbeno-gibalnih dejavnosti po konceptu pedagogike montessori na razvoj glasbenih sposobnosti predšolskih otrok iz vrtca montessori. Na podlagi relevantne literature s področja gibanja ob glasbi po konceptu pedagogike montessori smo oblikovali dva eksperimentalna programa. Zanimalo nas je, kakšen bo učinek teh programov in ali bodo otroci teh dveh eksperimentalnih skupin bolje razvili ritmične sposobnosti kot kontrolna skupina ter kakšne bodo razlike med napredki skupin. Uporabili smo neslučajnostni namenski vzorec 59 predšolskih otrok druge starostne skupine iz treh enot vrtca montessori iz osrednjeslovenske regije ter za potrebe raziskave prilagodili tri teste ritmičnih sposobnosti, ki smo jih povzeli po že oblikovanih testih. Najprej smo s testiranjem razvitosti ritmičnih sposobnosti v začetnem stanju ugotovili, da med skupinami ni statistično pomembnih razlik, nato sta obe eksperimentalni skupini tri mesece po trikrat tedensko izvajali eksperimentalna programa. Po koncu eksperimenta smo ponovili testiranje in zaznali statistično pomembne razlike med skupinami v razvitosti ritmičnih sposobnosti. Izvajanje obeh eksperimentalnih programov je imelo pozitiven učinek na razvoj ritmičnih sposobnosti predšolskih otroknajvečji učinek smo opazili pri eksperimentalni skupini 1, pri kontrolni skupini pa učinka neaktivnosti nismo zaznali. [In the master thesis the development of musical abilities with emphasis on rhythmical abilities in connection with musical activities based on the Montessori pedagogy was discussed. The study focused on the effect of music-movement activities that are based on the concept of the Montessori educational method on the development of musical abilities of children from the Montessori preschool. In accordance with the relevant literature from the field of musical movement based on the concept of Montessori pedagogy two experimental programs were developed. The interest of the thesis lies in the effect of these programs, if the children of the two experimental groups would develop better rhythmical abilities than the control group and what the difference in development between the groups would be. A non-probability sample, in which 59 second-age-group preschool children from three Montessori preschool units from Central Slovenia were selected, was used. For the purposes of the study, three rhythmical- ability tests, which had been adapted from previously created tests, were adjusted. An initial test of rhythmical abilities established that there are no major statistical differences between the two groups. Following this, the two experimental groups carried out the workshops of the experimental program, three times per week for a period of three months. After ending the experiment, the testing was repeated and crucial statistical differences in the development of rhythmical abilities were noted between the two groups. The implementation of both experimental programs had a positive effect on the development of rhythmical abilities of preschool children. The biggest effect was noticed in the experimental group 1, while an effect of nonactivity was not detected in the control group.]

Language: Slovenian

Published: Maribor, Slovenia, 2020

Article

Maria Montessori und die Montessori-Erziehung [Maria Montessori and Montessori Education]

Publication: Pädagogische Welt, vol. 9

Pages: 27-29

Europe, Germany, Western Europe

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Language: German

Article

Public Knowledge of Montessori Education

Available from: ProQuest

Publication: Montessori Life, vol. 24, no. 1

Pages: 18-21

⛔ No DOI found

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Abstract/Notes: The American public generally recognizes the name "Montessori" because so many schools across the country and around the world use the Montessori name. However, the Montessori community has long believed that misunderstandings abound. A recent dissertation study quantified Montessori awareness and identified misconceptions in particular for those aspects of Montessori education that are unique, relative to other educational settings. In order to gauge public understanding of Montessori education, an online survey was conducted with members of an Internet panel administered by a national research firm. The study included a demographically representative sample of 1,520 U.S. adult panel members, who answered questions regarding their understanding of Montessori education. Two members of the American Montessori Society's Research Committee and six Montessori teachers, including a combination of early childhood and elementary teachers with AMS and AMI credentials, reviewed the survey to identify any disagreements on correct answers for the Montessori knowledge questions. The survey was field-tested with six individuals, including parents and nonparents, both with and without Montessori experience, to identify any potential points of confusion. Results show that the public clearly lacks understanding of the Montessori perspective on extrinsic rewards, including such things as stickers, certificates, and even teacher praise. Since extrinsic rewards are common in other school settings, their absence in Montessori environments may seem peculiar unless people understand that Montessori philosophy is based on the idea that students develop intrinsic motivation when the learning activity itself, not an external incentive, is its own reward. The public recognizes that developing children's concentration abilities is a goal of Montessori education, but opportunities exist for helping people understand specific practices employed to achieve this goal (i.e., providing opportunities for long stretches of uninterrupted work time, allowing the child to determine the timing of changing activities). Better understanding of the reasons behind the unique structure of the schedule in a Montessori classroom will help people see that the differences from other educational environments are based on a comprehensive philosophy of child development. (Contains 3 figures and 1 table.)

Language: English

ISSN: 1054-0040

Article

Sličnosti i razlike pedagoških modela Marije Montessori, Rudolfa Steinera i Célestina Freineta [Similarities and differences of pedagogical models of Maria Montessori, Rudolf Steiner and Célestin Freinet]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Školski vjesnik: časopis za pedagogijsku teoriju i praksu, vol. 56, no. 1-2

Pages: 65-77

⛔ No DOI found

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Abstract/Notes: Ovim radom nastoji se istaknuti važnost alternativnih škola koje u svijetu paralelno s državnim školama funkcioniraju od prve polovice 20. st. Metodom komparativne analize prikazuju se tri originalna pedagoška modela: Montessori-pedagogija, waldorfske škole i Freinetov pokret. Posebna pozornost posvećena je teoretskim postavkama i didaktičko-metodičkim posebnostima navedenih pedagoških modela. Steinerova pedagogija temelji se na antropozofiji, Montessori pedagogija na antropologiji, dok je rad temelj Freinetove pedagogije. Zajednička sastavnica ovih alternativnih modela jest: sloboda u širem značenju, poštivanje djeteta kao individue, samostalan rad učenika, učenje istraživanjem, poticanje suradnje u kolektivu, promjena uloge učitelja, korištenje raznih materijala i tehnika u organizaciji učenja i nastave i općenito bolja priprema za život u društvu. Proučavajući temeljne sličnosti i razlike alternativnih školskih sustava, može se zaključiti da je rad i cjelokupna organizacija učenja i nastave uvelike drugačija nego u državnim školama. Obzirom da u Hrvatskoj postoji nekolicina škola koje rade po koncepcijama ovih pedagogija, svrha je rada da se zanimljiva didaktičkometodička rješenja implementiraju u postojeće državne škole, a time i poboljšaju razvoj pedagoškog i školskog pluralizma. [This article tries to point-out the importance of alternative schools which have existed in the world parallel with public schools from the first half of the 20th century. The method of comparative analysis shows three original pedagogical models: Montessori pedagogy, Waldorf schools and Freinet’s movement. Special attention was given to theoretical theses and didactic-methodological particularities of these pedagogical models. Steiner’s pedagogy is based on anthroposophy; Montessori’s pedagogy is based on anthropology, while in Freinet’s pedagogy work is fundamental. The models share the following characteristics: freedom in a broader sense, respect for the child as an individual, individual work of the student, learning through research, stimulation of group cooperation, use of different methods and materials in the organization of learning activities, and generally better preparation for life in society. By analyzing similarities and differences between alternative pedagogical models and those used in public schools, we can conclude that the overall organization of teaching classes differs considerably from that in public schools. Since there are only few schools in Croatia that work following the conceptions of these pedagogies, the main purpose of this work is to implement these interesting didactic-methodical solutions in the existing public schools and by doing so to enhance the development of pluralism in education.]

Language: Croatian

ISSN: 0037-654X, 1848-0756

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