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Article

School Improvement and Accreditation: How AMS Can Support Your School's Goals

Available from: ProQuest

Publication: Montessori Life, vol. 30, no. 4

Pages: 19-20

⛔ No DOI found

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Abstract/Notes: Benefits of AMS school accreditation include: * Providing a road map for ongoing reflection, evaluation, and improvement of programs * Offering families assurance of a quality Montessori education at a school that meets a global standard of excellence * Promoting community among staff members who are integral to the mission and vision of the school * Being recognized in many states that grant AMS-accredited schools significant advantages, such as recognition within a state's quality rating and improvement system (QRIS) or exemption from particular state licensing requirements * Recognition by the National Council for Private School Accreditation, providing automatic dual accreditation when AMS accreditation is granted * Enabling cooperative accreditation with 20+ national and regional accrediting associations-earning multiple accreditations for the work of one! [...]schools incrementally work through the verification, reflection, and strategic planning of the school accreditation process. Promoting the delivery of quality Montessori education is a priority of AMS, so we sought to design a method of support for our member schools to pursue continuous improvement that could lead to accreditation in a Montessori way-incrementally and at a manageable pace that suits each individual school.

Language: English

ISSN: 1054-0040

Article

Sintesi dei lavori del Convegno

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 34, no. 11-12

Pages: 60-64

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Language: Italian

ISSN: 0042-7241

Article

TEP Listings

Available from: ProQuest

Publication: Montessori Life, vol. 32, no. 1

Pages: 54-55

⛔ No DOI found

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Abstract/Notes: Teacher education programs affiliated by the American Montessori Society provide comprehensive courses of study that prepare the adult learners of today to be the highly skilled, highly qualified Montessori teachers and leaders of tomorrow. ARIZONA ARIZONA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Chandler KHALSA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary II, Elementary I-II Tucson ARKANSAS ARKANSAS CENTER FOR MONTESSORI STUDIES Early Childhood, Elementary I, Elementary I-II Little Rock CALIFORNIA CAPITAL EDUCATION INSTITUTE Early Childhood Claremont COTTAGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Fresno Additional Site: Lancaster EAST BAY MONTESSORI TRAINING Early Childhood Fremont FOUNTAINHEAD MONTESSORI ADULT EDUCATION Early Childhood Dublin MONTESSORI CENTER FOR TEACHER EDUCATION Early Childhood, Elementary I, Elementary II, Elementary I-II San Diego MONTESSORI HILLS ACADEMY TEACHER CERTIFICATION PROGRAM Early Childhood Chula Vista MONTESSORI INSTITUTE OF ADVANCED STUDIES Early Childhood Castro Valley MONTESSORI TEACHER ACADEMY Early Childhood Dana Point MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II San Leandro, San Mateo, Sunnyvale Additional Site: West Covina MONTESSORI TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Shingle Springs UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM AT UC IRVINE Early Childhood Irvine COLORADO MONTESSORI EDUCATION CENTER OF THE ROCKIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Boulder DELAWARE DELAWARE INSTITUTE FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Hockessin MONTESSORI INSTITUTE FOR TEACHER EDUCATION Infant & Toddler, Early Childhood Wilmington FLORIDA BARRY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Miami Shores DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I-II Additional Site: Fernandina Beach MAITLAND MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Maitland MONTESSORI ACADEMY TRAINING INSTITUTE Early Childhood Pembroke Pines MONTESSORI TEACHER TRAINING INSTITUTE/MTTI Early Childhood Palmetto Bay ORLANDO MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Celebration PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Tarpon Springs SUMMIT MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I Davie GEORGIA MONTESSORI TEACHER EDUCATION INSTITUTE-ATLANTA Infant & Toddler, Early Childhood Atlanta HAWAII CHAMINADE UNIVERSITY OF HONOLULU MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Honolulu ILLINOIS MIDWEST MONTESSORI TEACHER TRAINING CENTER Early Childhood, Elementary I, Elementary I-II Evanston MONTESSORI HEARTLAND TEACHER EDUCATION CENTER Early Childhood Moline SETON MONTESSORI INSTITUTE Infant & Toddler, Early Childhood, Administrator Clarendon Hills INDIANA MONTESSORI TEACHER ACADEMY AT EDISON LAKES Early Childhood Mishawaka KENTUCKY GREATER CINCINNATI CENTER FOR MONTESSORI EDUCATION Infant & Toddler, Early Childhood Covington MAINE MAINE MONTESSORI INSTITUTE Early Childhood Falmouth MARYLAND INSTITUTE FOR ADVANCED MONTESSORI STUDIES Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Silver Spring MARYLAND CENTER FOR MONTESSORI STUDIES Early Childhood Lutherville MONTGOMERY MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Rockville MASSACHUSETTS CAMBRIDGE MONTESSORI INSTITUTE Infant & Toddler Cambridge MONTESSORI ELEMENTARY TEACHER TRAINING COLLABORATIVE Elementary I, Elementary II, Elementary I-II Lexington MONTESSORI INSTITUTE - NEW ENGLAND Infant & Toddler, Early Childhood Beverly NEW ENGLAND MONTESSORI TEACHER EDUCATION CENTER Early Childhood Newton NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Wenham MICHIGAN ADRIAN DOMINICAN MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Adrian MICHIGAN MONTESSORI TEACHER EDUCATION CENTER Early Childhood, Elementary I, Elementary I-II, Elementary II Waterford MINNESOTA VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Excelsior MISSOURI HOPE MONTESSORI EDUCATIONAL INSTITUTE Infant & Toddler, Early Childhood St. Louis MONTANA MONTANA MONTESSORI TEACHER EDUCATION INSTITUTE Early Childhood Kalispell NEBRASKA MID-AMERICA MONTESSORI TEACHER TRAINING INSTITUTE Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Omaha NEVADA MONTESSORI TRAINING OF SOUTHERN NEVADA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Las Vegas NEW JERSEY MONTESSORI CENTER FOR TEACHER DEVELOPMENT Early Childhood Morristown MONTESSORI TEACHER TRAINING INSTITUTE OF MERCER COUNTY COMMUNITY COLLEGE Early Childhood Robbinsville PRINCETON CENTER TEACHER EDUCATION Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator Princeton WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Whitehouse Station NEW YORK BUFFALO MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Clarence CENTER FOR MONTESSORI EDUCATION I NEW YORK Infant & Toddler, Early Childhood, Administrator New Rochelle WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Administrator New York City NORTH CAROLINA CENTER FOR MONTESSORI TEACHER EDUCATION/NORTH CAROLINA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Huntersville OHIO CINCINNATI MONTESSORI SECONDARY TEACHER EDUCATION PROGRAM Secondary I, Secondary I-II Cincinnati COLUMBUS MONTESSORI TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Columbus XAVIER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Cincinnati OKLAHOMA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Oklahoma City OREGON MONTESSORI OF ALAMEDA TEACHER EDUCATION PROGRAM Infant & Toddler, Early Childhood Portland PENNSYLVANIA CHESTNUT HILL COLLEGE MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Philadelphia PUERTO RICO INSTITUTO NUEVA ESCUELA Infant & Toddler, Early Childhood, Elementary I, Elementary I-II, Secondary I Rio Piedras SOUTH CAROLINA GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Additional Site: Charleston HOUSTON MONTESSORI CENTER Secondary I-II, Administrator Additional Site: Charleston LANDER UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary II, Elementary I-II Greenwood NORTHEAST MONTESSORI INSTITUTE Early Childhood Additional Site: Mt. Pleasant SEACOAST CENTER FOR EDUCATION Elementary I, Elementary I-II Charleston TENNESSEE MONTESSORI TRAINING CENTER OF BRENTWOOD Infant & Toddler, Early Childhood Brentwood TEXAS DALLAS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Plano GULF COAST MONTESSORI TEACHER EDUCATION CENTER Elementary I, Elementary I-II Houston HOUSTON MONTESSORI CENTER Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Secondary I, Secondary I-II, Administrator Houston MONTESSORI DEVELOPMENT CENTER OF DFW Infant & Toddler, Early Childhood Irving MONTESSORI TEACHER EDUCATION INSTITUTE-HOUSTON Early Childhood Houston NORTH TEXAS MONTESSORI INSTITUTE Early Childhood Frisco SHELTON MONTESSORI TRAINING Early Childhood, Elementary I, Elementary I-II Dallas UTAH INSTITUTE FOR MONTESSORI INNOVATION AT WESTMINSTER COLLEGE Infant & Toddler, Early Childhood, Elementary I, Elementary II, Elementary I-II, Administrator Salt Lake City VIRGINIA NORTHERN VIRGINIA MONTESSORI INSTITUTE Early Childhood Ashburn VIRGINIA CENTER FOR MONTESSORI STUDIES Infant & Toddler, Early Childhood Richmond VIRGINIA MONTESSORI TEACHER EDUCATION CENTER Early Childhood Chesapeake WASHINGTON MONTESSORI CENTER FOR TEACHER EDUCATION-WASHINGTON STATE Early Childhood Bellevue MONTESSORI EDUCATION INSTITUTE OF THE PACIFIC NORTHWEST Infant & Toddler, Early Childhood, Elementary I, Elementary I-II Bothell WISCONSIN UNIVERSITY OF WISCONSIN- RIVER FALLS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II River Falls INTERNATIONAL BAISHAN MONTESSORI TEACHER EDUCATION INSTITUTE Infant & Toddler, Early Childhood Qingdao, CHINA BEIJING HEART & MIND MONTESSORI TEACHER EDUCATION CENTER Infant & Toddler, Early Childhood Beijing, CHINA Early Childhood Additional Site: Yiwu, CHINA CADALIN GLOBAL EDUCATION Infant & Toddler, Early Childhood Hsinchu City, TAIWAN CAPITAL COLLEGE Infant & Toddler, Early Childhood Richmond, BC, CANADA CAPITAL EDUCATION INSTITUTE Early Childhood Additional Site: Nanning, CHINA CENTRE FOR ADVANCED MONTESSORI STUDIES-VANCOUVER Elementary I, Elementary I-II Vancouver, BC, CANADA CENTRO DE ENSEÑANZA MONTESSORI, A.C. Early Childhood Tijuana, BC, MEXICO CENTRO DE ENTRENAMIENTO MONTESSORI Early Childhood, Elementary I, Elementary I-II Monterrey, NL, MEXICO THE CHILDREN'S HOUSE MONTESSORI EDUCATION CENTER Early Childhood Beijing, CHINA DR. JUN INSTITUTE OF MONTESSORI EDUCATION Infant & Toddler, Early Childhood Seoul, REPUBLIC OF KOREA DUHOVKA MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood, Elementary I, Elementary I-II Prague, CZECH REPUBLIC ETONKIDS MONTESSORI TEACHER TRAINING ACADEMY Infant & Toddler, Early Childhood Beijing, CHINA HOUSTON MONTESSORI CENTER Secondary I, Secondary I-II Additional Site: Prague, CZECH REPUBLIC INFINITY MONTESSORI ACADEMY OF HONG KONG Infant & Toddler, Early Childhood Kowloon Tong, Kowloon, HONG KONG INTERNATIONAL MONTESSORI EDUCATION INSTITUTE Early Childhood, Elementary I, Elementary I-II Taichung City, TAIWAN INTERNATIONAL MONTESSORI TEACHING INSTITUTE Early Childhood Beijing, CHINA KOREAN INSTITUTE FOR MONTESSORI Early Childhood Seoul, REPUBLIC OF KOREA KOREAN MONTESSORI COLLEGE Early Childhood Seoul, REPUBLIC OF KOREA LMS MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Windsor, ON, CANADA MONTESSORI INSTITUTE FOR TEACHER EDUCATION Early Childhood Additional Site: Istanbul, TURKEY MONTESSORI TEACHER EDUCATION CENTER/SAN FRANCISCO BAY AREA Infant & Toddler Additional Site: Taipei City, TAIWAN Early Childhood Additional Site: Kowloon Tong, HONG KONG NORTHEAST MONTESSORI INSTITUTE Infant & Toddler, Early Childhood Additional Site: Chengdu, CHINA OKLAHOMA CITY UNIVERSITY MONTESSORI TEACHER EDUCATION PROGRAM Early Childhood Additional Site: Taipei City, TAIWAN PALM HARBOR MONTESSORI TEACHER EDUCATION CENTER Early Childhood Additional Site: Beijing, CHINA SHANGHAI MONTESSORI EDUCATION ACADEMY Infant & Toddler, Early Childhood, Administrator Shanghai, CHINA WEIMING MONTESSORI EDUCATION CENTRE Early Childhood Beijing, CHINA WEST SIDE MONTESSORI SCHOOL TEACHER EDUCATION PROGRAM Infant & Toddler Additional Site: Beijing, CHINA

Language: English

ISSN: 1054-0040

Article

Books for Peace: An Annotated Bibliography

Available from: ProQuest

Publication: Montessori Life, vol. 28, no. 1

Pages: 24-31

⛔ No DOI found

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Abstract/Notes: Since its formation, the AMS Peace Committee has had education for peace as its mission. [...]fighters become friends. The story of Wangari Maathai, an environmentalist and a winner of the Nobel Peace Prize, is a shining example of how one person's passion, vision, and determination can lead to great change. The Dalai Lama, Archbishop Desmond Tutu, Costa Rican president Oscar Arias, and political rights activist Aung San Suu Kyi are just some of the Nobel Peace laureates who have joined the PeaceJam Foundation in a Global Call to Action.

Language: English

ISSN: 1054-0040

Article

Championing Montessori in the Public Sector

Available from: ProQuest

Publication: Montessori Life, vol. 31, no. 2

Pages: 6-7

⛔ No DOI found

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Abstract/Notes: When school systems embrace public school choice, it often results in the creation of a variety of public schools with specialized learning models, thereby helping to narrow this aspect of the opportunity gap.... Present were representatives from Baltimore City Public Schools, MD; California Montessori Project, CA; Cambridge Montessori School, MA; Duval County Public Schools, FL; Fort Wayne Community Schools, IN; Instituto Nueva Escuela, PR; Kankakee School District 111, IL; Metro Nashville Public Schools, TN; Richland County School District One, SC; Taylorville Rockford Public Schools, IL; Community School District, IL; San Mateo-Foster City School District, CA; and Savannah-Chatham County Public Schools, GA. [...]this movement, Montessori was only available to a select group with enough economic resources to pay expensive private schooling.

Language: English

ISSN: 1054-0040

Article

Order, Organization and Beauty In The Classroom: A Prerequisite, Not An Option

Available from: ProQuest

Publication: Montessori Life, vol. 24, no. 2

Pages: 34-39

⛔ No DOI found

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Abstract/Notes: Montessori education, at its best, is a combination of art and science, an exquisite balance of subjectivity and objectivity. When done well, a Montessori environment resembles a carefully crafted piece of art, a skillfully constructed laboratory for the study of life. The work of creating such a masterpiece is a labor of love and a commitment of extraordinary depth. It is not an easy undertaking. Occasionally, the author steps into a Montessori environment in which something is clearly askew, where a fundamental element of Montessori's vision and pedagogy are missing. The author's observations reveal that two particular components of the prepared environment are absent more often than any other: organization and beauty, both key to successful Montessori classrooms. On this topic, Dr. Maria Montessori was relentless: organization and beauty in the classroom are a prerequisite, not an option. A well-organized learning environment encourages autonomy as the child grows and creates himself. The role of the teacher is to provide support as the child moves through this process and toward normalization. Therefore, it is the responsibility of the teacher to develop and maintain an overarching order within the classroom. Order and organization in all areas of the classroom are necessary for the child to self-educate at his level of capability. The role of beauty in the Montessori classroom is fundamental, for it is intimately tied to auto-education, evoking interest in the materials and in learning. Just as order assists the child in spontaneous activity and supports his efforts to self-educate, so too does beauty. Beauty is the voice that calls the child to engage with the materials and elevates him to a higher level of grace and courtesy as he interacts in his environment.

Language: English

ISSN: 1054-0040

Article

Determining and Comparing the Effect of Traditional and Montessori Methods on Perceptual Motor Activities of Elementary School Students

Available from: Journal of Motor and Behavioral Sciences (Iran)

Publication: Journal of Motor and Behavioral Sciences, vol. 3, no. 3

Pages: 303-312

Asia, Iran, Middle East, South Asia

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Abstract/Notes: The purpose of this study is to determine and compare the effect of traditional and Montessori methods on perceptual motor activities of elementary school students. This research is applied in terms of purpose and semi-experimental in terms of implementation. Abad forms. The sample size in this study was selected using G-POWER software and the sample size was 36 people. It is necessary that three groups of 12 people are selected randomly from them. In this study, there are three groups of 12 people for research, one of which is the Montessori training program; In the second group, the traditional training program and the third group as a research control group, in which the two experimental groups performed the necessary training sessions for 8 weeks and 3 sessions per week. In both traditional and Montessori groups, the changes in pre-test and post-test are significant and this means that both Montessori and traditional methods have been able to improve students' balance. The results showed that the Montessori group had the greatest impact on fine motor skills. Also, the traditional training group was able to create a significant difference with the control group.

Language: Persian

ISSN: 2645-7806

Book Section

Montessori Education: Building Life with Soft Skills for a Better Life

Available from: Taylor and Francis Online

Book Title: Soft Skills for Human Centered Management and Global Sustainability

Pages: 69-76

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Abstract/Notes: Research on human development, brain plasticity and learning capacity confirms that the early years of life are critical to develop the foundations of what will become a mature adult. Maria Montessori, an exceptional visionary woman for her time in the early 20th century, developed an educational model that is increasingly effective today. It follows the interests of children based on their actions and movements in school enhancing independence, creativity and simulating real life in society. Montessori education incorporated in the traditional cognitive-based curriculum the importance of Soft Skills as a critical dimension of social interactions missing in most educational models. An essential component in Montessori education is achieving educational goals paralleled with activities the child performs in the classroom simulating practical activities in daily life. Montessori’s Grace and Courtesy (G&C) is embedded in lessons that are drilled continuously to support students to become successful in social relationships with peers and adults. G&C are lessons founded in Soft Skills development that become an integral part of behavior positively impacting personal lives. Montessori education responds to surmounting evidence about the need for Soft Skills across educational levels and from an early age develops Soft Skills that students will need to succeed in life and are increasingly demanded in the workplace. This chapter highlights the need to start teaching and practicing Soft Skills at early educational levels and it shows how Montessori education has accomplished this objective for over a century.

Language: English

Published: New York: Routledge, 2021

ISBN: 978-1-00-036891-8

Article

Movement and the African Child: A Practice Going Astray

Available from: African Journals Online

Publication: African Journal of Educational Studies in Mathematics and Sciences, vol. 14

Pages: 41-50

Africa, ⚠️ Invalid DOI

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Abstract/Notes: Movement is life and the power for growth and development for healthy lifestyle. Poor motion or inactivity is the basis for poor development in children and morbidity and mortality in adulthood. As children grow, it is expected that certain developmental dimensions such as physical, socio-emotional and cognitive will develop. These dimensions form a very important aspect of the human life and need to be nurtured to develop appropriately. One of the means through which these dimensions could be nurtured is through body movement involving locomotive and non-locomotive motions. For proper development children need to be taken through conscious steps that will help their all-round development which primarily has been part of African communal settings for cultural integration and development. Era of technology has brought several challenges facing the active lifestyle of African Children thereby predisposing them to sedentary living and its disease risks. Some of these include mass movement from rural setting to urban settlements, use of technology and also social media, fear of the environment and security issues amongst others. There is the need to appraise the cultural effect of technology on active lifestyle of African children and reactivate a balance between technology and re-integration of cultural mediums of training and development in children’s education. To promote adequate physical movement among children, curriculum should integrate healthy cultural/physical activities in the school, and parent should encourage their children to do domestic activities and reduce the use of electronic gadgets such as electronic games, TV and labour saving devices.

Language: English

DOI: 10.4314/ajesms.v14i0

ISSN: 2508-1128

Article

Un Convegno Montessoriano a Perugia

Publication: Vita dell'Infanzia (Opera Nazionale Montessori), vol. 37, no. 11-12

Pages: 52-53

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Language: Italian

ISSN: 0042-7241

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