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479 results

Article

Il Quarto Articolo della Dott. Maria Montessori: Alcune Interessanti Esperienze della Illustre Educatrice con i Bambini Deficienti [The Fourth Article by Dr. Maria Montessori: Some Interesting Experiences of the Distinguished Educator with Deficient Children]

Available from: Chronicling America (Library of Congress)

Publication: L'Italia (San Francisco, California)

Pages: 4

Americas, Maria Montessori - Writings, North America, United States of America

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Language: Italian

ISSN: 2637-5400

Article

L'École Nouvelle de Clamart [The New School of Clamart]

Available from: Bibliothèque Nationale de France (BNF) - Gallica

Publication: La Nouvelle éducation, no. 97

Pages: 134-137

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Language: French

ISSN: 2492-3524

Article

Introduction à l'histoire de l'art: extraits du premier cours d'histoire de l'art au Centre Montessori

Publication: Association Montessori de France, no. 18

Pages: 20-25

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Language: French

ISSN: 1244-7161

Article

Il [terzo] Articolo della Dott. Maria Montessori: Gli Studi della Illustre Educatrice sui Ragazzi Deficienti - Una Serie di Studi e di Esperimenti Felici e Fortunati [The (third) Article by Dr. Maria Montessori: The Studies of the Distinguished Educator on Deficient Children - A Series of Happy and Lucky Studies and Experiments]

Available from: Chronicling America (Library of Congress)

Publication: L'Italia (San Francisco, California)

Pages: 5

Americas, Maria Montessori - Writings, North America, United States of America

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Language: Italian

ISSN: 2637-5400

Article

✓ Peer Reviewed

Games That Art Educators Play: Games in the Historical and Cultural Context of Art Education

Available from: JSTOR

Publication: Studies in Art Education, vol. 55, no. 3

Pages: 241-252

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Abstract/Notes: Games have played an important role in modern educational methodologies. Beginning with the work of luminaries like Froebel, Montessori, and Dewey and continuing through the Cold War, the counter-culture movement of the 1960s and '70s, and into the present day, shifts in educational practice can be traced historically using the lens of games, where concepts like play, win strategies, cooperation, and engagement figure prominently in curricular structures. The author investigates how games have been discussed in art education literature, linking how the use of games in art educational environments significantly reflects the sociopolitical contexts of the 20th century.

Language: English

ISSN: 0039-3541, 2325-8039

Article

✓ Peer Reviewed

Learning by Heart or with Heart: Brain Asymmetry Reflects Pedagogical Practices

Available from: MDPI

Publication: Brain Sciences, vol. 13, no. 9

Pages: 1270

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Abstract/Notes: Brain hemispheres develop rather symmetrically, except in the case of pathology or intense training. As school experience is a form of training, the current study tested the influence of pedagogy on morphological development through the cortical thickness (CTh) asymmetry index (AI). First, we compared the CTh AI of 111 students aged 4 to 18 with 77 adults aged > 20. Second, we investigated the CTh AI of the students as a function of schooling background (Montessori or traditional). At the whole-brain level, CTh AI was not different between the adult and student groups, even when controlling for age. However, pedagogical experience was found to impact CTh AI in the temporal lobe, within the parahippocampal (PHC) region. The PHC region has a functional lateralization, with the right PHC region having a stronger involvement in spatiotemporal context encoding, while the left PHC region is involved in semantic encoding. We observed CTh asymmetry toward the left PHC region for participants enrolled in Montessori schools and toward the right for participants enrolled in traditional schools. As these participants were matched on age, intelligence, home-life and socioeconomic conditions, we interpret this effect found in memory-related brain regions to reflect differences in learning strategies. Pedagogy modulates how new concepts are encoded, with possible long-term effects on knowledge transfer.

Language: English

DOI: 10.3390/brainsci13091270

ISSN: 2076-3425

Document

"Follow Your Heart": Heart-to-Brain-Driven Interplay Relates to Self-Congruency

Available from: Research Square

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Abstract/Notes: When emotions, thoughts, and actions align, this is referred to as “self-congruency”. Therefore, this study aimed to determine how temporal covariance of the heart and brain signals were related to self-congruency. Thirty-eight healthy adults underwent functional magnetic resonance imaging to obtain neural markers of variability, whereas heart rate variability (HRV) was measured using photoplethysmography. Participants were also asked to report their level of self-congruency with a graphic rating scale. A cross-covariance analysis (CCA) was performed to assess the temporal covariance of signals arising from both organs, which was then correlated with self-congruency scores. Overall, the CCA results revealed brain-to-heart-driven interplay in brain regions involved in the neurovisceral integration model (e.g., ventromedial prefrontal cortex) and in emotion regulation (e.g., anterior cingulate). However, higher self-congruency scores were related to heart-to-brain-driven interplay in brain regions involved in emotion regulation and empathy. Together, the present findings suggest that, while global brain-to-heart-driven interplay occurs on average, it is heart-to-brain-driven interplay that reflects higher self-congruency. Given the impact of heart-brain interplay and self-congruency on mental health, further investigations on each concept could be interesting in developing tools for early intervention.

Language: English

Published: Aug 30, 2023

Article

The Art of Deshilado [textile art]

Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 2

Pages: 3–4

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Abstract/Notes: Summary of session at 1995 summer conference, Mexico

Language: English

Doctoral Dissertation

The Benefits And Barriers To Arts Integration: Arts Accessibility In Public Montessori

Available from: University of New England - Digital Repository

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Abstract/Notes: This mixed-method exploratory case study investigates the research question: To what extent do pre-K through eighth-grade public Montessori school teachers perceive that their professional knowledge and abilities, experiences, and resources impact their capacity to integrate arts into their general classroom curriculum? Public Montessori teachers from five public-choice Montessori schools in a school district of the suburban and urban areas of southeastern South Carolina were invited to participate. The teachers in these public Montessori schools have varied levels of education and professional development experience with the arts in education. Some participants were general education teachers prior to becoming Montessori teachers due to the transition of traditional program elementary schools to Montessori schools. Survey questions addressed themes and subthemes related to integrating the arts with core curriculum subjects including math, history, science, English language arts, and social justice and humanities. The subthemes were also designed to delineate perceptions of experience or knowledge with visual arts, music, dance, poetry, drama, and theater. Data were gathered from the participant responses and a district program description, including professional development offerings. To analyze the data, the research question themes were coded by the field annotations: abilities, knowledge, resources, benefits, and barriers. The coding involved identifying patterns and similarities in the teachers’ responses of their perceptions related to arts integration in their Montessori classrooms. The overall results indicated the teacher participants believe that students who exhibit excess energy would benefit from an increase in movement, collaboration, and music, as well as a significant increase in exposure to the arts. Largely, the teachers indicated feeling uncertain about integrating the arts into their Montessori classrooms due to barriers such as lack of resources, time, and professional development experience. Therefore, it is recommended that educational leaders create professional development opportunities through collaboration with the arts team at each school, the community arts professionals, and the district administration.

Language: English

Published: Biddeford, Maine, 2021

Blog Post

Montessori and Equity: Rising to New Challenges (Part 3 of a 3-Part Series)

Inclusive education, Montessori method of education

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Abstract/Notes: The Montessori method arose across the Atlantic and more than a century ago. How is it rising to the challenges set in motion by the global pandemic and national reckoning over racism? A new generation of Montessori leaders is infusing the approach with a heavier dose of equity.

Language: English

Published: Sep 27, 2022

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