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Doctoral Dissertation (Ed.D.)
Improving Montessori Teacher Effectiveness through a School-University Partnership
Available from: Wilmington University
Elementary education, Teacher education
Abstract/Notes: In an effort to improve the quality of education received by the nation’s children, research has been conducted to identify factors that contribute to student success. Research indicates that teacher training and credentials are related to higher student achievement. This paper explores the literature regarding teacher effectiveness and then compares practices of effective teachers with the training received by Montessori teachers. The results were used to identify a gap in the teacher-training program. This information was substantiated by data collected using an online survey. The survey also measured the percent of Delaware Montessori teachers who have their state teaching certification as well as their interest in a potential Montessori teacher education graduate program. With this information, a school-university graduate partnership was designed. The graduate program would result in educators becoming dual certified, both Montessori certified and state licensed and certified. This executive position paper advocates for the establishment of a school-university partnership between the Delaware Institute for Montessori Education (DIME) and the College of Education at Wilmington University for the purposes of creating a pathway to a graduate degree and dual certification for qualified Montessori educators.
Published: New Castle, Delaware, 2016
Doctoral Dissertations (Ed.D.)
The Impact of Montessori Practices
Available from: ProQuest Dissertations and Theses
Abstract/Notes: This mixed methods study examined the impact of School Y’s Montessori approach on their students’ academic achievement, perceptions of executive functioning skills, and the school’s culture. The purpose of this study was to determine the impact of length of enrollment on academic achievement in a Montessori upper elementary and middle school classroom. Administrator, parent, student, and teacher perceptions of the impact of School Y’s Montessori approach on students’ executive functioning were examined. The stakeholders’ perceptions of School Y’s culture were also identified. There were three main findings of the study: 1) there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT, 2) executive functioning skills were attributed to student success, and 3) cultural practices included individual instruction, mastery, real-life learning, positive discipline, peace education, a strong sense of community, parent education and support, mindfulness in the classroom, and an emphasis on environment. Additional findings showed the NCE results of both the Stanford and the OLSAT were above grade level expectations across all grade levels and subjects. These results could be an indication that the Montessori approach used by School Y was preparing the students for success in the subjects assessed. The findings were inconclusive because there was no statistically significant relationship between the number of years students have been enrolled and their academic scores on both the Stanford Achievement Test and the OLSAT. However, their results were above grade level expectations across all grade levels and subjects.
Published: Nashville, Tennessee, 2017
Doctoral Dissertation (Ed.D.)
Strategies to Support Classroom Integration Among New Elementary Montessori Students: Qualitative Case Study
Available from: ProQuest Dissertations and Theses
Abstract/Notes: Elementary students transferring from traditional education classrooms to a Montessori school lack executive function skills (EFS) and struggle with academic performance and disrupt classes. The specific problem is the lack of strategies and support from school administrators to address an overwhelming number of new elementary Montessori students needing EFS improvement. The purpose of this qualitative exploratory case study was to explore teachers' and school administrators' perceptions of strategies to support teachers regarding EFS development among new Montessori students in grades first through sixth in a single Southwestern Montessori school. The theoretical framework was primarily Vygotsky's social constructionism. The research question involved: What are teachers' and school administrators' perceptions regarding strategies used to support teachers in developing EFS among new Montessori students in grades first through sixth in a Southwestern Montessori school? The sample included four administrators, eight classroom teachers, and four student support teachers. Individual semi-structured interviews were conducted, and 2 focus groups were employed: 1 for administrators, and a separate 1 for teachers/support personnel. Findings indicated the need for improved vetting of potential students during the admission process, additional classroom resources, and improvements to the parental education module. Future research is needed to explore the potential for an issue-based strategic planning model to foster collaboration between school administration and teachers.
Published: Phoenix, Arizona, 2023
Islamic Religious Education in Montessori Preschool
Available from: European Union Digital Library
International Graduate Conference in Islam and Interdisciplinary Studies (IGCIIS)
Abstract/Notes: This research is based on the importance of developing Islamic Montessori model for religious education learning in Montessori Preschool. The aim of this research is to analyze Islamic religious Education in Montessori Preschool. This article is a preliminary research and development study that orch
Published: Matarma, Lombok, Indonesia (Oct 19-20, 2022): EAI, May 26, 2023
Pages: 9 p.
Implementation of Early Childhood Learning with the Montessory Method in TK IT Cendikia Purwakarta
Available from: State Islamic University of Prof. K. H. Saifuddin Zuhri
Publication: International Journal of Early Childhood Community Learning, vol. 1, no. 1
Abstract/Notes: Montessori is a teacher's method in facilitating students to explore their abilities and environment. Children are given the freedom to recognize their respective potentials by practicing at will and promoting independence in learning. The purpose of this study was to determine the application of learning with the Montessori Method in TK IT Cendikia and to find out the things supporting and inhibiting the Montessori method. The research method uses descriptive qualitative data collection through interviews, observation and documentation. The results of the study indicate that the implementation of the Montessori method in TK IT Cendikia has been carried out properly starting from planning with the design of the Daily Program (RPPH), Weekly Program (RPPM), Semester Program (PROMES) and Annual Program (PROTA), implementation of learning using the Montesssori method. , and evaluation of learning. The implementation of the Montessori method in Cendikia IT Kindergarten shows a fairly good implementation which is marked by the development of cognitive, affective, and psychomotor aspects of children
Psychology within Montessori pedagogy – theory and practice
Available from: dLibra
Publication: Pedagogika, vol. 27, no. 2
Abstract/Notes: In this paper titled Psychology within Montessori pedagogy – theory and practice the authors elaborate a current topic of access to upbringing and education, a theme that encompasses both psychology and pedagogy. Based on her experience as an assistant professor on the subject Educational anthropology and her experience as a pedagogue at a private preschool, which follows a Montessori approach, author Topic provides a theoretical approach to upbringing and education in the educational sector in the city of Mostar. Despite it being a review of a single city, the patterns and behaviors observed can be found in any other place or a city.By nurturing an individual approach to each child and taking into account their needs, children are encouraged to study by themselves, therefore allowing and supporting them to develop self confidence and self actualization. The example given is taken from a kindergarten provides an overview of practices which encourage the child towards healthy growth and development into a confident young people who will be able to form and make good choices in life.Through practical psychology, author Colak, provides us with an answer to the question why is all that important. Through her experiences in work with young people who suffer from consequences of, among other things, an inadequate approach to upbringing and education in their younger age.And to answer why this is important, psychology might have some cues. Author Čolak from her work experience with young people at Psychiatry Clinic in Mostar considers consequences that (according to literature, theory and practice) have some causes in upbringing approach at an earlier age and which behaviors were/are reinforced through evaluation systems and early messages from adults. Working with young people, author Čolak presents case study of female student with extremely low self-esteem and extremely high perfectionism in cognitive-behavioral therapy process. We discuss how and why those are so immensely pathologically connected. Some risk factors (following bio-psycho-social model of illness/wellness) are connected with psychological and social context. Thus, by educating parents and educators so we may have chance to improve mental health of children and later adults.As a conclusion, co-operation and multidisciplinary approach is suggested. Education, psychotherapy and prevention have much in common. Montessori approach is not the only one which deals with it, but in its foundations holds the bases to help us to react in time, both as a profession and as humans too. / W artykule niniejszym autorki odnoszą się do aktualnego problemu dostępu do wychowania i kształcenia, obejmującego zarówno psychologię, jak i pedagogikę. Opierając się na swoim doświadczeniu w zakresie antropologii edukacyjnej oraz jako pedagoga w prywatnym przedszkolu pracującym w oparciu o podejście M. Montessori, Kristina Topić zapewnia teoretyczne podejście do wychowania i edukacji w sektorze edukacyjnym w Mostarze (Bośnia i Hercegowina). Pomimo tego, że tekst dotyczy jednego miasta, zaobserwowane wzorce i zachowania można znaleźć w każdym innym miejscu. Pielęgnując indywidualne podejście do każdego dziecka i biorąc pod uwagę jego potrzeby, zachęca się je do samodzielnego uczenia się, umożliwiając i wspierając w rozwijaniu pewności siebie i samorealizacji. Podany przykład, pochodzący z przedszkola, zawiera przegląd praktyk, które zachęcają dziecko do prawidłowego rozwoju, aby stać się ludźmi, którzy będą w stanie tworzyć i dokonywać dobrych wyborów w życiu. Poprzez psychologię praktyczną, Iva Čolak, formułuje odpowiedź na pytanie, dlaczego wskazane wyżej praktyki są tak ważne. Poprzez swoje doświadczenia w pracy z młodymi ludźmi, którzy cierpią z powodu popełnianych błędów w wychowaniu i kształceniu. W celu odpowiedzi, dlaczego indywidualizacja podejścia, samodzielność w uczeniu się i wspieranie w rozwoju są ważne, psychologia może dostarczyć pewnych interpretacji. Iva Čolak z perspektywy swojego doświadczenia w pracy z młodzieżą w Klinice Psychiatrii w Mostarze rozważa konsekwencje, które (zgodnie z teorią i praktyką) mają pewne przyczyny w podejściu do wychowania młodych ludzi oraz w zachowaniach, które zostały (bądź są) wzmacniane poprzez systemy oceniania i wczesne informacje zwrotne od dorosłych. Pracując z młodzieżą, przedstawia ona case study studentki o skrajnie niskiej samoocenie i niezwykle wysokim perfekcjonizmie będących przedmiotem terapii poznawczo-behawioralnej. Omówione zostało, jak i dlaczego te zjawiska są powiązane. Niektóre czynniki ryzyka (zgodnie z biopsychospołecznym modelem choroby / dobrego samopoczucia) są powiązane z kontekstem psychologicznym i społecznym. W ten sposób, poprzez edukację rodziców i wychowawców, możemy mieć szansę na poprawę zdrowia psychicznego dzieci i dorosłych. Podsumowując, Autorki sugerują współpracę i interdyscyplinarne podejście. Edukacja, psychoterapia i profilaktyka mają ze sobą wiele wspólnego. Podejście Montessori nie jest jedynym, które zajmuje się relacjami między tymi pojęciami, ale w jego fundamentach znajdują się podstawy, które pomagają reagować na czas.
The relationship between spatial form of interior learning space and children behavior
Available from: AIP Conference Proceedings
Publication: AIP Conference Proceedings, vol. 2560, no. 1
Date: May 22, 2023
Pages: Article 020020
Abstract/Notes: Schools as a microsystem are a critical part of a child’s life at every stage of development. School building research demonstrates that attributes of the facility are linked to critical student outcomes (Maxwell, 2018a). Kindergarten space is one of the key interiors where children spend most of their time out of their homes. Children need a physical environment presenting rich opportunities where they can discover experiences, and stimulate their senses (Yalçın, 2017). This research is generated from the question for the interior design of the earning environment affects the children’s development. To be more precise, which elements affect children’s cognitive development. The theories that dealt with this idea clarified disconnected analysis which produces a knowledge gap. The problem statement of the research is represented by the lack of knowledge that is concerned with the effect of spatial forms in the learning environment on cognitive development. The study came up of researching the characteristics and role of spatial form, including identifying key factors from spatial forms and their visual perception, in creating the physical environment of classroom interior space in-depth to analyze its influence on childrchildren’stive development from 3 to 5 years ago. Document analysis has been applied as the main method of this study. from seven preschools (three Montessori preschools, one Reggio Emilia preschool, one Pikler preschool, and others (Audrey Migliani, 2020, 2021). The designs will be analyzed and summarized to analyze spatial forms which are selected by architects and designers in designing preschool spaces as well as their influences on children’s behavior. Finally, the result of this study could provide educators and designers with significant insight to design priorities of the physical classroom environment of early children space.
Nature-Based Education in the Light of Montessori Philosophy: Meaning, Principles and Practices
Available from: European Journal of Alternative Education Studies
Publication: European Journal of Alternative Education Studies, vol. 8, no. 1
Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Nature education
Abstract/Notes: The subject of the article is the role of nature in learning as an essential part of the Montessori Philosophy in early childhood education. This article highlights the use of nature-based activities within Montessori’s pedagogical perspective for including content about the natural world in early childhood settings. In this paper, it is aimed to increase the awareness of learning through nature on child development and to disseminate nature-based practices used in line with the Montessori approach in preschools. Firstly, the role of nature as an educational tool is described, followed by an understanding of nature pedagogy and its educational value according to Maria Montessori. Additionally, the article reviews the implementation of nature-based learning activities as an integral part of the educational work in Montessori schools. In this educational stream, nature-related work stands as the main methodical means for early childhood education and supporting the development of children. Nature in itself serves as a kind of special resonance and restorative effect that can help children understand the world and impart meaning to their lives. Subsequently, recommendations for nature-based practices that can be applied in preschools were presented in light of the Montessori philosophy. Article visualizations:
Eksistesialisme Menurut Maria Montessori Dalam Pendidikan Anak Usia Dini [Existentialism According to Maria Montessori in Early Childhood Education]
Available from: Universitas Nahdlatul Ulama Purwokerto (Indonesia)
Publication: Jurnal Tumbuh Kembang Anak Usia Dini [Journal of Early Childhood Development], vol. 1, no. 1
Early childhood care and education, Early childhood education, Existentialism, Maria Montessori - Philosophy, Montessori method of education
Abstract/Notes: Little humans have great potential, develop optimally by involving teachers, parents and children. Teachers and parents contribute to early childhood education (PAUD) services applying various lessons and curricula according to their basis. In this study, it examines the idea of existentialism according to Maria Montessori in Early Childhood Education. This study used a library research method which refers to the data sources on Montessori existentialism in early childhood education. Research is empirical and theoretical by examining theories on objects and phenomena that are the focus of research from rational expressions of ideas. The results of the study describe the thoughts of children that have an impact on the training of daily life skills, sensory training, and children's language development. then in the concept of PAUD existentialism according to Maria Montessori emphasizes learning and curriculum through children's experiences that naturally involve the roles of teachers, students, and parents. The impact of Montessori existentialist thinking is respect for the child, the mind that absorbs the child, and the environment that is ready. This has an impact on the substance of Montessori-based existentialism.
Achieving Inclusive Education in Early Childhood: From the Viewpoint of an Affinity Between Inclusive Education and Montessori Education
Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 49
Asia, East Asia, Inclusive education, Japan, Montessori method of education
Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.
Montessori 교사교육에 대한 Montessori 교사의 인식 [Montessori Teachers' Perceptions of Montessori Teacher Education]
Published: Seoul, South Korea, 2000
Montessori-Unterricht: Aus dem Montessori-Heft der Neuen Erziehung [Montessori lessons From the Montessori booklet of the New Education]
Abstract/Notes: Distributed by Deutsche Montessori-Gesellschaft in conjunction with the Sep/Oct 1926 issue of the periodical "Montessori-Nachrichten".
Published: Berlin, Germany: Hensel and Co. Verlag, 1926
Montessori-Pädagogik in der Gegenwart: zur deutschen Montessori-Konferenz in Frankfurt [Montessori pedagogy in the present: for the German Montessori conference in Frankfurt]
Available from: V&R E-Library
Publication: Bildung und Erziehung, vol. 5
Conferences, Europe, Germany, Western Europe
ISSN: 0006-2456, 2194-3834
Montessori, Blätter der Internationalen Montessori-Gesellschaft [Montessori, Papers of the International Montessori Society]
Publication: Zeitschrift für Angewandte Psychologie
Ein Leben für Montessori: zum Tod des Montessori-Forschers Prof. Dr. Günter Schulz-Benesch [A life for Montessori: on the death of the Montessori researcher Prof. Dr. Günter Schulz-Benesch]
Publication: Montessori: Zeitschrift für Montessori-Pädagogik, vol. 35, no. 3-4
Günter Schulz-Benesch - Biographic sources, Harald Ludwig - Writings, Obituaries
Montessori Revisited [Essay Review of Rita Kramer 'Maria Montessori: A Biography' and Mario Montessori Jr. 'Education for Human Development: Understanding Montessori' edited by Paula Polk Lillard]
Available from: Taylor and Francis Online
Publication: Educational Studies, vol. 8, no. 2
Manajemen Pendidikan Karakter Metode Montessori di Jogjakarta Montessori School [Montessori Method of Character Education Management at Jogjakarta Montessori School]
Available from: Universitas Sarjanawiyata Tamansiswa
Publication: Media Manajemen Pendidikan [Educational Management Media], vol. 2, no. 2
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
Abstract/Notes: Penelitian ini bertujuan untuk mengetahui manajemen pendidikan karakter yang meliputi 1) perencanaan, 2) pengorganisasian, 3) pengarahan dan pelaksanaan, 4) evaluasi dan pengendalian, 5) faktor pendukung serta 6) faktor penghambat di SD Montessori. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dengan wawancara mendalam, observasi partisipatif, studi dokumentasi. Data dianalisis secara deskriptif kualitatif melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan manajemen pendidikan karakter pada kurikulum, pendidik, pembiayaan peserta didik, sarana dan prasarana, pembiayaan pendidikan; 2) pengorganisasian manajemen pendidikan karakter pada pelatihan guru baru, pengarahkan para guru, kesempatan bagi guru atau staf untuk berpartisipasi dalam memberikan sumbangan pikiran, mengikutsertakan yayasan, guru, staf dan komite sekolah dalam membuat perencanaan manajemen, memberikan nasehat dan arahan yang benar; 3) pelaksanaan manajemen pendidikan karakter sesuai dengan perencanaan dengan apparatus dan pendampingan dari guru; 4) evaluasi manajemen pendidikan karakter dengan melihat kemandirian dan keberanian, pembuatan project, berperilaku santun; 5) faktor pendukung meliputi kegiatan di luar sekolah bermasyarakat, kegiatan ektrakurikuler, peraturan untuk tidak memakai atribut keagamaan selama di sekolah, sarana dan prasarana sekolah, pendidik yang ramah dan perhatian, kegiatan sosial dan kerjasama dengan sekolah lain; 6) faktor penghambat pendidikan karakter pada Jogjakarta Montessori School yaitu kurangnya kerjasama orang tua siswa dalam menanamkan nilai kedisiplinan, tanggungjawab, menghargai prestasi, dan rasa ingin tahu. [This study aims to determine the management of character education which includes 1) planning, 2) organizing, 3) directing and implementing, 4) evaluation and control, 5) supporting factors and 6) inhibiting factors in SD Montessori. This research use desciptive qualitative approach. Data collection techniques are in-depth interviews, participatory observation, and documentation studies. Data were analyzed descriptively qualitatively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results showed that: 1) character education management planning in the curriculum, educators, student funding, facilities and infrastructure, education financing; 2) organizing character education management on new teacher training, directing teachers, opportunities for teachers or staff to participate in contributing ideas, involving foundations, teachers, staff and school committees in making management plans, providing correct advice and direction; 3) implementation of character education management in accordance with planning with apparatus and mentoring from teachers; 4) evaluation of character education management by looking at independence and courage, making projects, behaving politely; 5) supporting factors include activities outside of school in the community, extracurricular activities, regulations not to use religious attributes while at school, school facilities and infrastructure, friendly and caring educators, social activities and collaboration with other schools; 6) the inhibiting factor for character education at Jogjakarta Montessori School is the lack of cooperation between parents in instilling the values of discipline, responsibility, respect for achievement, and curiosity.]
Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]
Europe, Montessori method of education, Montessori movement, Montessori organizations - Switzerland, Montessori schools, Switzerland, Western Europe
Abstract/Notes: Harold Baumann ordnet die schweizerische Montessori-Pädagogik in die internationale Reformpädagogik ein, skizziert ihre Anfänge im Kanton Tessin, zeigt die Auswirkungen und Einflüsse der Montessori-Bestrebungen in vielen Schweizer Kantonen, u.a. anhand der staatlichen Montessori-Kindergärten im Kanton Wallis. Zudem erläutert er den heutigen Stand der Montessori-Pädagogik in der Schweiz. Harold Baumann ergänzt seine Recherchen durch Beiträge, die ihm von Zeitzeugen überreicht wurden. [Harold Baumann classifies the Swiss Montessori pedagogy in the international reform pedagogy, outlines its beginnings in the canton of Ticino, shows the effects and influences of the Montessori endeavors in many Swiss cantons, e.g. with the help of the state Montessori kindergartens in the canton of Valais. He also explains the current state of Montessori education in Switzerland. Harold Baumann supplements his research with contributions that were presented to him by contemporary witnesses.]
Published: Bern, Switzerland: Haupt Verlag, 2007
Edition: 1st edition
Montessori-Pädagogik bei mehrfach und verschiedenartig behinderten Kindern in der Montessori-Sonderschule [Montessori pedagogy for children with multiple and different disabilities in the Montessori special school]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Special education
Published: München: Kindler, 1978
Measuring Parent Perception and Understanding of Montessori Education in Three Massachusetts Montessori Schools
Available from: University of Pepperdine
Americas, Montessori schools, North America, Parent participation, Parents - Perceptions, United States of America
Abstract/Notes: The Montessori method is a comprehensive, child-centered, developmentalist philosophy of education developed by Dr. Maria Montessori in Rome, Italy, in the early 1900s. The Montessori method differs from traditional approaches to education, and has had limited exposure in the U.S. until the last 20 years. Despite this growth, little research data exists on the effectiveness of the method or of parent understanding of the method. This research project attempted to determine parent understanding of the Montessori method of education at three Montessori schools in Massachusetts that educate children from toddlers to grade 8. The objective of the research was to design, implement, and analyze a survey that measured parent understanding of the Montessori principles and classroom practices. The survey was developed using the Montessori principles as the foundation. The goal was to determine both the extent of parent understanding of the Montessori principles and parent perception of how these principles are carried out in the Montessori classroom. Parents and guardians were asked a total of 10 questions, 7 of which were five-point Likert scales. The quantitative questions specifically addressed the six Montessori principles and were designed to test parents’ overall understanding of each principle. Responses ranged from a principle being not at all important to very important. The qualitative portion of the survey instrument utilized three open-ended, self-completed questions designed to reveal a range of parent perceptions about Montessori education and classroom practices. The surveys revealed that parent values and thinking do line up with some aspects of the Montessori method and philosophy. The surveys also revealed that parents seem to value classroom practices contrary to the founding principles. What parents value and what parents think about regarding concepts such as goal setting, achievement, competition with peers, and teachers preparing and presenting lessons is in direct contrast with some of the Montessori founding principles and intentions. If Montessori schools wish to remain viable, they will need to reconcile the Montessori principles with conflicting parent values and, further, determine how to better align their principles with parent views and desires for their children.
Published: Malibu, California, 2015