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Article
The Verbal/Linguistic and Visual/Spatial Intelligences
Publication: NAMTA Journal, vol. 21, no. 2
Date: 1996
Pages: 44-63
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Examines verbal/linguistic and visual/spatial intelligences and their relationship to Montessori education. Aligns Gardner's philosophy of these two intelligences with Montessori's specific counterparts in the prepared environment. Defines assessment in light of observation and the definitive clarity of Montessori activities. Suggests that Montessorians begin to experiment with Gardner's ideas. (MOK)
Language: English
ISSN: 1522-9734
Book
Multiple and Variably Handicapped Children in the Montessori Small Group Therapy
International Montessori Congress
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Abstract/Notes: Paper presented at the 18th International Montessori Congress, Munich, Germany, July 1977.
Language: English
Published: [S.I.]: [s.n.], 1977
Doctoral Dissertation (Ph.D.)
Empowering Adolescents: A Multiple Case Study of U.S. Montessori High Schools
Available from: American Montessori Society
Montessori schools, Secondary education, Teenagers
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Language: English
Published: Minneapolis, Minnesota, 2010
Presentation
Empowering Adolescents: A Multiple Case Study of U.S. Montessori High Schools
Adolescents, High schools, Montessori schools, Secondary education, Teenagers
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Abstract/Notes: This research examined five U.S. Montessori high school programs through a qualitative multiple case study. Data collected from school documents, students, and staff was used to characterize what constitutes Montessori education at the high school level, with the goal of informing Montessori practice at the high school level and providing a means for considering Montessori methodology as a tool for widespread high school reform. Findings indicate that it is not the specific curricular content that makes a high school program Montessori. In the school environments, there are family-like relationships between students and teachers, the staff focuses on supporting students’ emotional needs, students enjoy close relationships with their peers, and there is a culture of mutual respect and community cohesiveness.
Language: English
Presented: New Orleans, Louisiana: American Educational Research Association - Constructed Spaces for Educational Access, Equity, and Empowerment, Apr 8, 2011
Report
Attitudes toward Multiple Aged Classrooms of Third, Fourth, Fifth, and Sixth Grade Students
Available from: ERIC
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Abstract/Notes: This study investigated students' attitudes toward multi-age classrooms, specifically examining differences in attitudes based on gender and grade level. The Multiage Attitude Survey was administered at the end of the school year to students in two multi-age classrooms: one classroom with 11 third-grade and 10 fourth-grade students, the other with 11 fifth-grade and 13 sixth-grade students. Results revealed no significant difference in attitudes based on gender. However, differences were found in grade level attitudes. Correlations between grade level and negative attitudes toward multi-age classrooms indicated that the higher grade-level students (fourth graders and sixth graders) had more negative attitudes toward the multiple groupings than did younger students in each classroom.
Language: English
Published: [S.I.], 1993
Article
A Comparison of Young Children's Multiple Intelligence Area and Social Behaviors in Montessori and General Programs of Day Care Centers / 몬테소리와 일반 어린이집 유아의 다중지능 영역비교와 사회성
Available from: KoreaScience
Publication: Korean Journal of Human Ecology / 한국생활과학회지, vol. 15, no. 1
Date: 2006
Pages: 71-81
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Abstract/Notes: The purpose of this study is to examine the differences in young children's multiple intelligence and social behaviors based not only on Montessori and general programs of day care centers but also on their gender and social- demographic factors. The subjects were 329 young children (182 boys and 147 girls aged from four to five) from two day care centers in Cheongju city. The instruments used in this study were HAPI (Hillside assessment of Perceived Intelligence) to measure the surveyee's multiple intelligence and Park & Lee's scale to measure their social behaviors. The frequencies, percentiles, mean, standard deviations, Cronbach a, t-teat, F and LSD were used to analyze the collected data through SPSS WIN program. The results of this study are as follows: 1) As for young children's multiple intelligence, there are differences according to young children's gender, order of birth, parents' level of education and teacher's working period out of social-demographic factors. 2) As for the young children's social behavior, there are differences according to young children's gender, mother's level of education and teacher's working period out of social-demographic factors.
Language: Korean
ISSN: 1226-0851, 2234-3768
Article
Teaching Approaches Exploring Multiple Pathways to Holistic Development
Available from: He Kupu
Publication: He Kupu - The Word, vol. 7, no. 3
Date: Apr 2023
Pages: 15-22
Australasia, Australia and New Zealand, Comparative education, Dalton laboratory plan - Criticism, interpretation, etc., Emmi Pikler - Philosophy, Helen Parkhurst - Philosophy, Holistic education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., New Zealand, Oceania, Reggio Emilia approach (Early childhood education) - Criticism, interpretation, etc.
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Abstract/Notes: Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Te Whāriki) (Ministry of Education [MoE], 2017) states that holistic development sees the child as a whole, encompassing all dimensions of children's learning and development. What holistic development looks like in practice, however, is left open-ended in Te Whāriki (MoE, 2017). It can therefore be difficult for the practitioner to know what holistic development entails and how it can be practiced. There is no 'one size fits all' when it comes to holistic learning and development, and with this in mind, the authors will explore what holistic development involves and more specifically how it is practised in a range of teaching approaches.
Language: English
ISSN: 1179 - 6812
Article
Les Pionnières de la Méthode Montessori en France: Diversité Sociale et Pluralité d’Engagement (1910-1920) / The Pioneers of the Montessori Method in France: Social Diversity and Multiple Commitments (1910–1920)
Available from: CAIRN
Publication: Les Études Sociales, vol. 175, no. 1
Date: 2022
Pages: 75-104
Europe, France, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, Western Europe
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Abstract/Notes: Comment, au début du vingtième siècle, la méthode d’éducation des très jeunes enfants, conçue en Italie par la docteure en médecine et pédagogue Maria Montessori, a-t-elle diffusé en France et grâce à qui ? Telle est la question à laquelle nous tentons de répondre. Notre étude identifie d’abord les individus – au premier rang desquels une quinzaine d’éducatrices – qui, en France, avant 1914 et jusqu’au retour de la paix, ont diffusé cette méthode par des écrits, des conférences et surtout des expériences princeps. Puis, elle montre l’arrière-fond culturel et institutionnel et les valeurs (internationalité, engagement féministe et spiritualiste, compétence professionnelle) qui ont conditionné leur action. / How, at the beginning of the twentieth century, did the method of educating very young children conceived in Italy by the physician and educator Maria Montessori spread in France, and thanks to whom? This is the question that our study attempts to answer. It identifies the individuals−including some fifteen educators−who, in France, before 1914 and until the return of peace, disseminated this method through writings, conferences, and, above all, through pioneering experiences. It also shows the cultural and institutional background and the values (internationality, feminist and spiritualist commitment, professional skill) that conditioned their action.
Language: French
ISSN: 0014-2204
Book Section
Mehrfach und verschiedenartig behinderte Kinder in der Montessori-Kleingruppentherapie [Children with multiple and different disabilities in Montessori small group therapy]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 304-307
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
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) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Pages: 330-335
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Special education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9