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477 results

Doctoral Dissertation

Assessing Relationships Among Autonomy, Supportive Leadership, and Burnout in Public Elementary Teachers

Available from: ProQuest Dissertations and Theses

Self-determination, Self-determination theory

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Abstract/Notes: Stress and burnout among teachers are serious problems because of the negative consequences associated with them that have contributed to the current crisis in the American education system. Until the problems of teacher stress and burnout are understood and addressed, efforts to restructure American education cannot succeed. This study assessed the relationships among perceived autonomy, perceived transformational leadership style and burnout in public elementary teachers, and the moderating/mediatinginfluence of teacher orientation (Montessori and traditional) on burnout levels. An integration of Maslach’s multi-dimensional burnout theory, self-determination theory, and the theory of transformational leadership formed the theoretical foundation of the study. A nonexperimental correlational design was used with survey methodology. A convenience sample of 82 public elementary teachers were recruited via educator social media sites and professional associations. Participants completed an online survey viaSurvey Monkey. Multiple regression analyses determined strong negative relationships among the predictor variables and the three dimensions of burnout as well as the significant predictive power of the independent variables. Moderation analyses determined a significant influence of teacher orientation across these relationships. The mediation analysis determined that teaching autonomy was a significant mediator between teacher orientation and emotional exhaustion burnout. The results from this study may be used for positive social change by developing strategies to mitigate burnout in public elementary teachers, increase engagement, improve teacher retention, ultimately improving student achievement and engagement.

Language: English

Published: Minneapolis, Minnesota, 2022

Article

In Onore della Dott.ssa Maria Montessori

Available from: California Digital Newspaper Collection

Publication: L'Italia (San Francisco, California)

Pages: 4

Americas, Maria Montessori - Biographic sources, North America, Panama-Pacific International Exposition (1915, San Francisco, California), United States of America

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Abstract/Notes: Come abbiamo annunciato, "The San Francisco Center", una vasta e benemerita associazione di signore americane, darà oggi, dalle 4 alle 6 pom., un gran ricevimento in onore della Dr. Maria Montessori, nel Salone Reale del Padiglione Italiano. Interverranno, oltre al Console Italiano, Cav. Margotti, ed ai direttori della Sezione Italiana all'Esposizione, Cav. Uff. E. Ferraris e Cav. Talocchini, distinte personalità americane ed un gran numero di signore. La Dr. Montessori pronuncierà un discorso intorno alla sua alta missione di educatrice. L'ingresso è libero a tutti.

Language: Italian

ISSN: 2637-5400

Article

Summer School at San Diego Exposition

Available from: California Digital Newspaper Collection

Publication: Eagle Rock Sentinel (Eagle Rock, California)

Pages: 2

Americas, International Montessori Training Course (San Diego, USA, 5 July - 13 August, 1915), Maria Montessori - Biographic sources, North America, Panama-California Exposition (1915, San Diego, California), United States of America

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Abstract/Notes: "SUMMER SCHOOL AT SAN DIEGO EXPOSITION. A vast pilgrimage of students, teachers and educational experts will invade the San Diego Exposition for attendance at the exposition’s summer hcbool to be held from July 5 to August 13. This promises to be without equal in the history of the progress of education, for the faculty will include some of the most remarkable authorities on education. Standing high in this list is Dr. Maria Montessori of Rome, founder of the famed system of teaching of this name. Dr. Montessori will assume direct charge of the Montessori Institute to be established during the session. Among the courses will be history and geography of South America, Spanish grammar and literature, modern history and the peace movement, modern literature, culture history, American archaeology, anthropology, vocational education and direction, mental and physical testing with laboratory work, elementary manual training and primitive arts with demonstrations by Indian workers, and agriculture with demonstrations. There will be special lectures on peace and conciliation, modern education, human welfaré and arts and science. To popularize the summer school the exposition directors have fixed the unusually low fee of $7.50 for the term, which will include admission to the exposition. Among the educators who will be in the faculty are Dr. J.C. Thompson, surgeon of the United States navy; Dr. Edgar L. Hewett, director of the School of American Archaeology; Percy Alvin Martin, Ph.D., assistant professor of history, Stanford University; Dean W.F. Bliss of the State Normal School, San Diego; Mariam E. Besley, William T. Skilling, and Maria Goddard, in addition to special lecturers. The remarkable ethnological exhibit by the Smithsonian Institution the ancient and modern Indian display, the commercial representation and the quite unprecedented agricultural and horticultural displays crowning the work in architecture equip the San Diego Exposition with extraordinary facilities for study. Practically all, moreover, is permanent, this being almost unique in world’s fair achievement."

Language: English

Article

Guoji meng tai suo li xiehui yu meiguo meng tai suo li xiehui de bijiao yanjiu / 国际蒙台梭利协会与美国蒙台梭利协会的比较研究 [A Comparative Study of Association Montessori Internationale and American Montessori Society]

Publication: Beijing jiao yu xue yuan xue bao / 北京教育学院学报 [Journal of Beijing Institute of Education], vol. 34, no. 3

Pages: 25-32

American Montessori Society (AMS), Association Montessori Internationale (AMI), Montessori organizations

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Abstract/Notes: 国际蒙台梭利协会和美国蒙台梭利协会是蒙台梭利教育界最负盛名的两大组织,两者在教育模式、教育愿景和使命、学习环境和课堂空间设计、学习主题和教学材料、教师培训和认证、组织发展和附属学校等方面既有许多相同之处也有差异.两者都严格按照蒙台梭利教育思想和原则来规范自身的教育活动,它们的组织程序在总体上是趋于一致的,其共同性远大于差异性.两者近期也在不断走向合作,共同推进蒙台梭利教育的发展.

Language: Chinese

ISSN: 1008-228X

Article

Meiguo meng tai suo li xiehui de xuexiao biaozhun he renzheng zhidu yanjiu / 美国蒙台梭利协会的学校标准和认证制度研究 [A Study of School Standards and Accreditation Systems of the American Montessori Society]

Publication: Beijing jiao yu xue yuan xue bao / 北京教育学院学报 [Journal of Beijing Institute of Education], vol. 35, no. 6

Pages: 73-80

Accreditation (Education), American Montessori Society (AMS), Montessori schools - Accreditation

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Abstract/Notes: 美国蒙台梭利协会(AMS)是国际蒙台梭利教育领域十分活跃的重要组织,已成为与蒙台梭利本人创办的另一组织——国际蒙台梭利协会(AMI)齐名的权威机构.AMS从创建之日起,就以注重蒙台梭利教育思想和实践的创新以及使之

Language: Chinese

ISSN: 1008-228X

Master's Thesis

Teacher Perspectives of Student Academic Decision-Making in Montessori Elementary Classes

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Abstract/Notes: The "central problem of education" for Maria Montessori (1971) was "how to give the child freedom”. Montessori wrote more about freedom and liberty than any other topic (Ethel Wheeler in Feltin 1987, 90). Modern theorists such as Paula Polk Lillard (1996) and David Kahn (1997) also give great importance to children's freedom in Montessori classrooms. Freedom is necessary for the development of autonomy (Feltin 1987), which is one of the aims of Montessori education (Montessori 1964, Barron 1992, American Montessori Society website, Kendall 1993). Many Montessori organizations (West Seattle Montessori, American Montessori Society) include some version of the phrase "freedom with limits" in their literature or refer to the child's independence as a goal. However, many programs limit children's responsibility for their learning at the elementary level to choosing which assigned work to do first. Children are not given the opportunity to choose what they will learn and how they will show what they learned. Orcillia Oppenheimer (1999) considered the lack of "real free choice" to be one of the "two fundamentals which are missing from most Montessori programs" (65-67, emphasis in original).

Language: English

Published: Pasadena, California, 2000

Article

Montessori and the Mainstream: A Century of Reform on the Margins

Available from: National Center for Montessori in the Public Sector (NCMPS)

Publication: Teachers College Record, vol. 110, no. 12

Pages: 2571–2600

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Abstract/Notes: Montessori education has flourished as an alternative approach to schooling for a hundred years. In the century since the first Montessori school opened in the slums of Rome, the movement has undergone sustained growth while simultaneously enduring efforts to modify the method in order to reach a wider audience. Despite Montessori’s endurance and reach, the movement remains largely unstudied by educational researchers. This article presents a historical treatment of the method and the movement by treating Montessori as a case study of enduring and ambitious educational reform. This article is an examination of the American Montessori movement as it has evolved over the course of the past one hundred years. Situated within an international context, the study traces the development of the movement from its failed introduction to the United States in 1991, to its rebirth in the 1960s, to its current resurgence as a time-tested alternative to conventional public schooling. Key questions revolve around Montessori’s ongoing status as an influential yet marginal force in American educational reform. This is a historical case study drawn from archival data, interviews with Montessori leaders and practitioners, and secondary sources (biographies, memoirs) generated between 1906 and 2007.

Language: English

ISSN: 0161-4681

Doctoral Dissertation

Comparison of the Application of Maria Montessori's Language Arts Ideas and Practices in Two Periods of Development in the United States: 1909-1921 and 1953-1963

Available from: ProQuest Dissertations and Theses

Americas, Classroom environment, Montessori materials, Montessori method of education - Teachers, Montessori schools, North America, United States of America

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Abstract/Notes: Maria Montessori's work is intimately grounded in her detailed teaching practices and the logic of their sequence, along with their underlying ideas and values, particularly in the area of language arts. There are no studies, however, which comprehensively analyze her language arts curriculum for children from three to seven as it was applied by the practitioners who fostered, interpreted, and promoted her work in America in periods of its popularity: 1909-1921 and 1953-1963. This lack of comprehensive analysis blurs the fundamental identity and contextual coherence of Montessori's work and obscures the significant and ongoing contribution made to American education through her language arts curriculum. An analysis of Montessori's published work and those written about her was made in order to achieve a description of her language arts curriculum for the purpose of comparing her work to that of her American sponsors. To determine how Montessori's curriculum was interpreted and applied, the literature on the history of the Montessori movement was reviewed and five leaders were identified: Ann George, Alexander Graham Bell, Clara Craig, Helen Parkhurst, and Nancy McCormick Rambusch. Their writings and other primary sources were analyzed with reference to Montessori's curriculum. In some cases interviews were conducted and Montessori classrooms were observed over an extended period of time. The analysis of the activity of the leaders, within their contemporary social and educational settings revealed how Montessori's curriculum became detached from her original experimental context and was reshaped because of lack of understanding or of agreement with the systematic purpose of her educational material in the development of language arts skills, and because of varying intentions and views on how and what children should learn. The findings of the study also contribute to existing studies on the reasons for the decline of Montessori's practices by the end of the first period, and for success in the revival of her work in the second period. In addition, conclusions contribute to the unified body of knowledge needed to thoroughly identify the Montessori educational model practiced and researched by educators.

Language: English

Published: Durham, North Carolina, 1984

Article

Report from Your Chairman

Publication: Bulletin of the American Montessori Teachers

Pages: 2

American Montessori Society (AMS), Americas, North America, United States of America, ⛔ No DOI found

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Language: English

Article

Teachers' Pipeline

Publication: Bulletin of the American Montessori Teachers

Pages: back cover

American Montessori Society (AMS), Americas, North America, United States of America

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Abstract/Notes: Survey/Questionnaire

Language: English

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