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Article
Dr. Montessori Talks of Her Mode of 'Auto Education'; Her Personality Reflects Strongly the Fundamental Principle of Her System, Meditation and Serene Poise; 'Meditation Means Something Growing' She Says
Publication: New York Times (New York, New York)
Date: Dec 7, 1913
Pages: Magazine - 12
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Language: English
ISSN: 0362-4331
Book Section
Mental Organisation Through Mathematics
Book Title: Creative Development in the Child: The Montessori Approach
Pages: 94-97
Asia, Child development, India, Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings, Organization, South Asia
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Abstract/Notes: Maria Montessori lectured in Italian during the first International Montessori Course in 1939 at Madras, India. These 75 lectures were translated into English by her son Mario, as she spoke. And were taken down near verbatim in short hand, transcribed and set into galleys overnight. One such set of proofs forms the original manuscript for this book. For the most part, each chapter in this book encompasses a single lecture. The lectures are left in the same order as they were given, swinging between psychology and the use of the materials. India’s diversity of language, social custom and religious practice enriched her research. During this time, Dr. Montessori worked with children in Madras and put into practice her theories of adapting the environment, furniture and the Practical Life materials to local conditions. In these lectures, Maria Montessori speaks with the mature wisdom of a lifetime spent studying, not just early childhood, but human development as a whole and gives a complete, wonderful and colorful overview of her pedagogy and philosophy.
Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2020
ISBN: 978-90-79506-52-1
Series: The Montessori Series , 24
Article
Favourable Experiences with the Montessori Method Applied to Mentally Retardates
Publication: Newsletter of the Montessori Foundation of Minnesota
Date: Fall 1967
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Language: English
Book Section
Grundgedanken der Pädagogik Maria Montessoris / Maria Montessori's Fundamental Ideas on Education
Book Title: Montessori: Lehrmaterialien 1913-1935, Möbel und Architektur / Teaching Materials 1913-1935, Furniture and Architecture
Pages: 17-25
Architecture, Design, Harald Ludwig - Writings
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Language: English, German
Published: New York: Prestel, 2002
ISBN: 978-3-7913-2650-4 3-7913-2650-3
Article
Az alternatív pedagógiák mint esély és kihívás az értelmileg akadályozottak gyógypedagógiájában [Alternative pedagogies as an opportunity and a challenge in the special education of the mentally handicapped]
Available from: National Széchényi Library
Publication: Gyógypedagógiai Szemle, vol. 37, no. 2-3
Date: Apr-Jun 2009
Pages: 129-140
Alternative education, Children with disabilities, Developmentally disabled children, Montessori method of education, Special education
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Abstract/Notes: A Maria Montessori nevével fémjelzett pedagógiai irányzat nem ismeretlen a külföldi és hazai pedagógia számára. Jelen cikk a Montessori módszer gyógypedagógiai gyökereinek bemutatására törekszik és ez által a gyógypedagógiai szempontú alkalmazásra kíván rávilágítani. A gyakorlatban sok Montessori-intézmény több éve végez sikeres integrációt és ma már Magyarországon is mûködnek gyógypedagógiai adaptációi a módszernek. A cikk a Montessori -gyógypedagógia gyakorlati eredményeit is bemutatja a 2008-ban végzett kutatási eredményekre támaszkodva. [The pedagogical trend marked by the name of Maria Montessori is not unknown to foreign and domestic pedagogy. This article seeks to present the special pedagogical roots of the Montessori method and thus to highlight its application in special pedagogical terms. In practice, many Montessori institutions have been successfully integrating for several years, and special educational adaptations of the method are already operating in Hungary today. The article also presents the practical results of Montessori special education based on the results of research conducted in 2008.]
Language: Hungarian
ISSN: 0133-1108, 2732-3668
Master's Thesis
Mississippi River Program: A Mixed-Method Examination of the Effects of a Place-Based Curriculum on the Environmental Knowledge and Awareness of Montessori Adolescents
Available from: ProQuest - Dissertations and Theses
Comparative education, Mississippi River Program, Sustainability
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Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.
Language: English
Published: Mankato, Minnesota, 2006
Book Section
Montessori with the Culturally Disadvantaged: A Cognitive-Developmental Interpretation and Some Research Findings
Available from: Taylor and Francis Online
Book Title: Early Formal Education: Current Theory, Research, and Practice
Pages: 105-118
African American community, African Americans, Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This chapter describes a small research project evaluating the effects of a Montessori pre-school program upon the cognitive development of a group of Negro children from families in the Aid to Dependent Children category. The program has involved bringing a group of these children into classrooms for middle-class children in a parent-organized Montessori school in Hyde Park. Glen Nimnicht reports that the New Nursery School project at Colorado State College has also found some decreases in IQ in permissive non-integrated classroom programs for culturally disadvantaged children. During the summer, three Head Start classrooms were held in the Ancona Montessori School in the context of a general summer school program. Two of the classrooms were integrated: they were composed of half Head Start children, half middle-class children. The children of average IQ on first testing increased as much as did the children of low IQ on first testing.
Language: English
Published: New York: Routledge, 2017
Edition: 1st
ISBN: 978-1-351-31268-4 978-1-138-52252-7
[Thesis In Preparation]
Les effets de la pédagogie Montessori sur le développement et les apprentissages d'enfants d'âge préscolaire: mise en oeuvre d'un dispositif expérimental [The effects of Montessori pedagogy on the development and learning of preschool children: implementation of an experimental device]
Available from: Theses Portal (France)
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Abstract/Notes: À l'heure actuelle, de nombreux travaux mesurant les effets de la pédagogie Montessori sur le développement et les apprentissages des enfants d'âges préscolaire et scolaire ont été réalisés dans différents pays, majoritairement anglophones. Les objectifs de cette thèse seront, d'une part, de synthétiser ces travaux par la réalisation d'une méta-analyse afin de cibler les domaines spécifiques préalablement étudiés (e.g. compétences scolaires, créativité, activités motrices), dans quels pays (e.g. États- Unis, France) et à quel degré la pédagogie Montessori est mise en place par les chercheurs auprès du groupe expérimental. En effet, l'ensemble des travaux existants mettent en avant des résultats variables et il semblerait que cette variabilité soit due à une certaine hétérogénéité dans l'application de la méthode Montessori (Lillard, 2012). D'autre part, la mise en place d'un dispositif expérimental nous permettra de mesurer l'impact de la pédagogie Montessori sur le développement et les apprentissages d'enfants typiques et atypiques d'âge préscolaire. [Currently, many studies measuring the effects of the Montessori pedagogy on the development and learning of preschool and school-age children have been conducted in largely anglophone countries. On the one hand, the objective of this thesis is to synthesize the whole researches in order to perceive which specific domains were studied (e.g. school skills, creativity, physical activities), in which countries (e.g. United States of America, France) and the level of Montessori pedagogy's implementation in experimental groups. Indeed, all the existing works highlight mixed results and this variability is likely to be caused by some of heterogeneity in the application of the Montessori method (Lillard, 2012). On the other hand, the implementation of an experimental system will enable us to measure the impact of Montessori pedagogy on the development and learning of typical and atypical preschool children.]
Language: French
Published: Nancy, France, 2018
Book
Montessori: A Therapeutic Tool for the Mentally Retarded Child
Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education
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Language: English
Published: [Washington, D.C.]: [s.n.], 1966
Article
How to Teach Children to Write; Avoid Mental Strain; Dr. Montessori Explains Method
Available from: California Digital Newspaper Collection
Publication: San Francisco Call and Post (San Francisco, California)
Date: Sep 10, 1915
Pages: 8
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Abstract/Notes: Reprinted in 'The California Lectures of Maria Montessori, 1915' (Clio Press, 1997).
Language: English