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Master's Thesis
Research and Resources for the Primary Grades in a Montessori Classroom
Available from: ProQuest - Dissertations and Theses
Classroom environments, Elementary education, Learning environments, Montessori method of education, Primary education, Reading
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Abstract/Notes: Maria Montessori and Lev Vygotsky believed that children learn best through having personal experiences and social interactions with the people and the environment around them (Lawrence & Snow, 2011; Montessori, 1995; Vygotsky, 1978). Students lose important general classroom instructional time and learning opportunities when they are pulled out to receive reading intervention lessons. When teachers collaborate and approach reading intervention in a connected way, while providing explicit instruction to the students, learning is capitalized. Grounded in the Sociocultural theory, this study and project aimed to address the learning needs of students who struggle with reading in the primary grades of the general education classroom. Anchored in culturally responsive teaching techniques, the research in this project highlight ways teachers are able to respect the diverse student populations housed in American classrooms in respectful and motivating ways. The methods used in this study was in the form of qualitative and quantitative research through conducting surveys. Survey participants were Lead Teachers, Teacher Assistants, and Reading Specialists in a Montessori Setting. The results of the feedback received from the surveys tailored the handbook of resources that will help meet the reading needs for students who struggle with learning how to read. Additionally, this study provides recommendations in addressing reading motivation and identifying the responsibilities of literacy professionals at the school and network level that are rooted in International Literacy Association Standards.
Language: English
Published: Sacramento, California, 2022
Article
Researching Dottoressa Montessori
Publication: American Montessori Society Bulletin, vol. 6, no. 1
Date: 1968
Pages: 1-8
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Language: English
ISSN: 0277-9064
Article
The Montessori Research Project: Four Progress Reports
Publication: American Montessori Society Bulletin, vol. 7, no. 1
Date: 1969
Pages: 1-16
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Abstract/Notes: This document describes, in four progress reports, the development and initial projects of a 6-year study, the Montessori Research Project, which is seeking to determine the benefits to preschool children of various educational programs, specifically, Montessori programs versus non-Montessori programs. The study is being conducted by the University of Cincinnati.
Language: English
ISSN: 0277-9064
Article
29e Donateurslijst 'Montessori Research'
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 2
Date: 1968/1969
Pages: 29
Nederlandse Montessori Vereniging
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Language: Dutch
Article
26e donateurslijst 'Montessori-Research'
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 6
Date: 1966/1967
Pages: 18
Nederlandse Montessori Vereniging
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Language: Dutch
Article
28e Donateurslijst Montessori-Research
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 4
Date: 1967/1968
Pages: 24
Nederlandse Montessori Vereniging
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Language: Dutch
Doctoral Dissertation (Ph.D.)
An Analysis of Maria Montessori's Theory of Normalization in Light of Emerging Research in Self-Regulation
Available from: Oregon State University Libraries
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: The regulation of behavior is a major issue in early childhood development, with important implications for children’s adaptive and maladaptive developmental outcomes. Emerging research suggests that the degree of successful self-regulation depends upon the efficiency of the child’s attentional system and that the ability to focus and sustain attention supports emotional self-regulation throughout the lifespan. The neural networks that underlie the development of attention are beginning to be charted. Studies have shown that the executive attention network undergoes considerable development between the ages of 2 and 7. To support this development, research scholars have suggested the need to develop curriculum to promote focused and sustained attention in preschool programs. One hundred years ago, Maria Montessori observed that when the environment was designed to promote concentration, children went through a transformative process, which she referred to as normalization. Is normalization the same as self-regulation? This study was designed to examine whether Montessori’s theory of normalization can be considered an applied theory of self-regulation. This was accomplished by analyzing Csikszentmihalyi’s optimal experience theory and Ryan and Deci’s self-determination theory to provide the requisite guidance for developing curriculum capable of nurturing multiple aspects of self-regulation, which led to a conceptual framework for the comparison with Montessori’s theory of normalization. Montessori’s theoretical perspective is not readily available in published literature. Therefore this study used qualitative methods to conduct interviews with 12 Montessori teacher trainers. These individuals are considered the highest authority regarding Montessori theory and practice. Though Montessori’s contributions to the field of Early Childhood Education are often mentioned in university textbooks, the underlying theory (normalization) that guides her work receives little discussion. Without a clear understanding of Montessori’s theoretical perspective, research scholars are not able to isolate distinguishing characteristics that can assess self-regulation as an outcome of the curriculum nor can they adequately compare this approach with other forms of education. By introducing Montessori’s theory of normalization and analyzing it as a theory of selfregulation, this study has created a conceptual framework to articulate the governing characteristics and educational principles necessary to enhance practices that support the development of self-regulation in early childhood.
Language: English
Published: Corvallis, Oregon, 2008
Article
Montessori research
Publication: Montessori Opvoeding, no. 3
Date: 1962
Pages: 29-31
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Language: Dutch
Article
30e Donateurslijst 'Montessori-Research'
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 4
Date: Sep 1969
Pages: 22
Nederlandse Montessori Vereniging
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Language: Dutch
Article
Meng shi jiao ju dai yong pin de yan jiu [The Research on the Supplements of Montessori Teaching Materials]
Publication: Magazine of Alumni Association of Jiangsu Nr. 1 Female Normal School, vol. 3
Date: 1920
Pages: 11-13
Asia, China, East Asia, Montessori method of education
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Language: Chinese