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Article
Lockdown Learning Highlights How Schools Fail to Build on Children's Natural Ways of Learning
Available from: Association Montessori Internationale
Publication: AMI Journal (2013-), vol. 2020
Date: 2020
Pages: 310-313
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Language: English
ISSN: 2215-1249, 2772-7319
Article
Progressive Schools in Latin America
Available from: Internet Archive
Publication: Bulletin of the Pan American Union, vol. 62, no. 5
Date: May 1928
Pages: 453-467
Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, South America
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Abstract/Notes: Discusses Gimnasio Moderno in Bogota, Colombia and their progressive educational model which consists of a combination of pedagogies, including Montessori.
Language: English
ISSN: 2332-9424
Article
Labyrinths in Schools [preview of presentation at 2001 summer conference]
Publication: AMI Elementary Alumni Association Newsletter, vol. 33, no. 3
Date: 2001
Pages: 6
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Language: English
Doctoral Dissertation (Ed.D.)
Journaling for Equity: A Self-Reflective Process of Discovery for Middle School Teachers in Public Charter Montessori Schools
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This dissertation presents the results of an exploratory descriptive case study of the Moses Journaling for Equity Experience, a self-reflective intervention for public charter Montessori middle school teachers. The intervention is designed to elicit a reflective process to slow teachers’ thinking so they can decenter Whiteness and elevate the cultures and voices of their students of color within their pedagogy. The intervention was developed in the winter and spring of 2020, drawing heavily on the author’s experience as an equity consultant as well as the rich literature on ways teachers can nurture a sense of belonging for students of color. The intervention was refined with feedback from experienced Montessori teachers, with a focus on ensuring pedagogical alignment and curricular expectations within the Montessori system. Because this study represents the first time the intervention was implemented, it is most properly viewed as a pilot study. Three middle school Montessori teachers were recruited to participate. They began the intervention in the fall of 2021. The intervention consisted of eight weeks of reading curated articles, reflection questions, the collection of evidence, and the journaling of the reflection questions. A final debrief via Zoom encouraged participants to assess the effectiveness of the intervention. As a pilot study, the goal was to gather information on the overall effectiveness of the intervention, intervention shortcomings and strengths. Data were collected weekly in the form of written responses to questions intended to provoke thought and deep reflection on the part of the teachers. At the end of the intervention, each teacher participated in a semi-structured interview to further explore the ideas shared in their individual weekly reflective writings. Critical Race Theory, White Supremacy Culture Characteristics, and the Concerns Based Adoption Model were all used to frame the analysis and to draw conclusions. Results suggest the intervention is effective at building teacher awareness of the cultural, academic, and social assets students of color bring to the classroom, which is the beginning point for teachers to decenter Whiteness in their classrooms to support student of color belonging.
Language: English
Published: Eugene, Oregon, 2022
Article
Four Montessori Schools to Start
Available from: ProQuest - Historical Newspapers
Publication: San Francisco Chronicle (San Francisco, California)
Date: May 1, 1915
Pages: 1
Americas, Maria Montessori - Biographic sources, North America, United States of America
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Abstract/Notes: "Los Angeles, April 30 - With the intention of establishing four great Montessori schools in California, Dr. Maria Montessori, founder of the educational system that bears her name, today declared that Americas are more fitted for the word of advancing educational work than any other people. One of her schools will be in Pasadena, on in Los Angeles, one in San Diego, and the other in San Francisco. "Americans seem more interested in their young than do people of other countries," Madame Montessori declared, "and they are also more alert. It is for these reasons that they embrace and develop more quickly what is for the child's benefit. A child is born into the world good. What it develops of wrongdoing is taught it by adults. If left to follow its original instincts it would be and do only good.""
Language: English
Master's Thesis
Normalization and its Relation to Peace Education Using a Sampling of Montessori Preschools from Around the World
Available from: MINDS@UW River Falls
Montessori method of education, Montessori schools, Normalization, Peace education, Preschool children
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Abstract/Notes: Montessori education is known as peace education. Normalization is one of the most significant concepts within Montessori education and which herself identifies as the “most important result.” The purpose of this study is to find out when and how precisely this Montessori theory of Normalization occurs in deviated children between zero and six years old; to precisely identify the timing, steps, and circumstances of Normalization, and secondly to examine the possibility of the normalized state of children to lead to peace in society. A total of 48 online survey responses were received from around the world. Twenty-one of the participants completed the open-response sections of the survey, and the analysis was primarily conducted based on these total responses. Results from teachers showed that Normalization begins with children’s spontaneous choice of work and comes with a solid and certain length of concentration. After they finished the work, peacefulness appeared in each child. The children experience this Normalization repeatedly and it manifests either as permanently or semi-permanent. This study centers on Normalization as a potential powerful tool for social change since this state is directly linked to concomitant individual and community peacefulness which can certainly spill beyond the classroom walls into general society. Furthermore, this study identifies the importance of analyzing the permanence of the state of Normalization since knowing the conditions for and causes of this permanence is key to both replication in experiments and its potential as an effective means for long lasting social change.
Language: English
Published: River Falls, Wisconsin, 2022
Article
City Schools Are Praised
Available from: NewsBank - San Diego Evening Tribune Historical
Publication: San Diego Evening Tribune (San Diego, California)
Date: May 4, 1915
Pages: 1
Americas, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), Katherine Moore - Biographic sources, Mary Powell Jordan - Biographic sources, Mary Powell Jordan - Biographic sources, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-California Exposition (1915-1916, San Diego, California), United States of America
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Language: English
Master's Thesis
Montessori eğitimi alan ve almayan 48-72 aylık çocukların matematik becerilerinin karşılaştırılması / Comparison of the math skills of 48-72 month-old children who are attending Montessori preschools and Non-Montessori preschools
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Comparative education, Early childhood care and education, Early childhood education, Mathematics education - Achievement, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: The aim of this study is to compare the math skills of children with and without Montessori education. A mixed design method was used in the research. Quantitative data were used to measure children's mathematical skills. Parents' views on early mathematics education were obtained by qualitative data collection method. The study group included 39 children who attended two different kindergartens with and without Montessori education for two years and their parents. Personal information form and the Early Mathematics Test (EMAT) were used to collect data. As a result that the educational institution they attend is effective in children's mathematics skills, it was found that, the mathematics skill scores of the children who received Montessori education were higher than those who did not receive Montessori education. It was determined that the age of the children's parents, education level of the parents and working status of mothers did not cause significant changes on the children's math scores. Parents of children attending both schools stated that they see mathematics as a part of daily life and that early mathematics achievements will affect both their whole life and their future academic achievements. It was observed that the parents mostly focused on counting skills. While some of the parents expressed skills such as sequencing, matching, and patterns, none of them responded to geometry. It has been concluded that the families adopting the Montessori education method see this education method as a tool for learning mathematics and guide their learning at home by interacting more with their teachers. / Bu araştırma, Montessori eğitimi alan ve almayan çocukların matematik becerilerini karşılaştırmak amacıyla yapılmıştır. Araştırmada nicel ve nitel veri toplama yöntemleri birlikte yer almıştır. Araştırmanın nicel boyutunda sontest kontrol gruplu model, nitel boyutunda ise ilişkisel tarama yöntemi kullanılmıştır. Çalışma grubuna MEB OÖEP'na göre eğitim veren ve MEB OÖEP'na ek olarak Montessori yöntemiyle eğitim veren farklı anaokullarından 39 çocuk ve bu çocukların ebeveynleri dahil edilmiştir. Veri toplama aracı olarak, Aile Görüşme Formu ve Erken Matematik Testi (EMAT) kullanılmıştır. Araştırma sonucunda; çocukların matematik becerilerinde, devam ettikleri eğitim kurumunun etkili olduğu, Montessori eğitimi alan çocukların matematik beceri puanlarının, Montessori eğitimi almayan çocuklardan daha yüksek olduğu tespit edilmiştir. Çocukların yaş grubu, cinsiyet ve kardeş sayısının matematik becerilerini etkilemediği görülmüştür. Anne-baba yaşı, anne-baba öğrenim durumu ve annenin çalışıp çalışmama durumunun çocukların EMAT puanları üzerinde anlamlı değişikliklere yol açmadığı saptanmıştır. Her iki okula devam eden çocukların ebeveynleri, matematiği günlük hayatın bir parçası olarak gördüklerini ve erken dönem matematik kazanımlarının hem hayatın tamamını hem de akademik başarıları etkileyeceğine yönelik görüş bildirmişlerdir. Ebeveynlerin matematik konusunda en çok sayı sayma becerisi üzerinde durdukları görülmüştür. Bazı ebeveynler sıralama, eşleştirme, örüntü gibi becerileri ifade ederken geometriye yönelik herhangi bir yanıt gelmemiştir. Montessori eğitim yöntemini benimseyen ailelerin, bu eğitim yöntemini matematik öğrenimi için bir araç olarak gördükleri ve öğretmenleriyle daha çok etkileşimde bulunarak evdeki öğrenmelerine rehberlik ettikleri sonucuna ulaşılmıştır.
Language: Turkish
Published: Ankara, Turkey, 2021
Book
The SchoolHome: Rethinking Schools for Changing Families
Available from: Books to Borrow @ Internet Archive
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Abstract/Notes: A century ago, John Dewey remarked that when home changes radically, school must change as well. With home, family, and gender roles dramatically altered in recent years, we are faced with a difficult problem: in the lives of more and more American children, no one is home. The Schoolhome proposes a solution. Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that is responsive to America's changed and changing realities. As more and more parents enter the workforce, the historic role of the domestic sphere in the education and development of children is drastically reduced. Consequently, Martin advocates removing the barriers between the school and the home--making school a metaphorical "home," a safe and nuturant environment that provides children with the experience of affection and connection otherwise missing or inconsistent in their lives. In this proposition, the traditional schoolhouse where children are drilled in the three Rs is transformed into a "schoolhome" where learning is animated by an ethic of social awareness. At a time when many school reformers are calling for a return to basics and lobbying for skills education and quick-fix initiatives, Martin urges us to reconsider the distinctive legacies of Dewey and Montessori and to conceive of a school that integrates the values of the home with those of social responsibility. With cultural diversity and gender equality among its explicit goals, the schoolhome expands upon Dewey's edict to educate the "whole child," seeking instead to educate all children in the culture's whole heritage. Martin eloquently challenges reformers to reclaim the founding fathers' vision of the nation as a domestic realm, and to imagine a learning environment whose curriculum and classroom practice reflect not merely an economic but a moral investment in the future of our children. More than a summons to action, this remarkable book is a call to rethink the assumptions we bring to the educational enterprise, and so, to act wisely.
Language: English
Published: Cambridge, Massachusetts: Harvard University Press, 1992
Edition: 1st
ISBN: 978-0-674-04067-0 978-0-674-79265-4 978-0-674-79266-1
Book Section
Second Triennial Period, December 6, 1925–December 5, 1928; Condition of Schools: March 24, 1926 - School Attendance Bill, 1925: Second Stage
Available from: Books to Borrow @ Internet Archive
Book Title: The Senate Speeches of W. B. Yeats
Pages: 106-112
Europe, Ireland, Montessori method of education - Criticism, interpretation, etc., Montessori schools, Northern Europe, W. B. Yeats - Biographic sources
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Abstract/Notes: Pages 110-111 include remarks made by Yeats related to the Montessori Method as applied in a school in South Ireland: "I should like to draw the attention of the Government to one nation which has reformed its educational system... that is Italy... This system has been tried in Ireland... There is one large primary school managed by nuns in the South of Ireland which has adopted practically the entire Italian system and which is carrying it out with great effect..."
Language: English
Published: Bloomington, Indiana: Indiana University Press, 1960
Edition: 1st ed.