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Book Section

Catechesi e metodo Montessori [Catechesis and the Montessori method]

Book Title: Maria Montessori e il pensiero pedagogico contemporaneo [Maria Montessori and contemporary pedagogical thought]

Pages: 167-170

Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Montessori method of education - Criticism, interpretation, etc., Religious education

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Abstract/Notes: This speech was delivered on September 27, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma: Vita dell'infanzia, 1959

Article

Historiando a Montessori: desde el feminismo y socialismo utópico hacia su compromiso como pionera del holismo [Telling the Montessori story: from feminism and utopic socialism towards her compromise with cosmic education and conscious cultural evolution]

Available from: Universidad de Costa Rica - Portal de Revistas Académicas

Publication: Actualidades Investigativas en Educación, vol. 12, no. 3

Pages: 1-33

, educación global

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Abstract/Notes: El presente ensayo indaga acerca de las raíces de la educación montessoriana, pionera de concepciones holistas. Como resultado, se evidencia que únicamente puede ser abordada desde un paradigma de la complejidad y del compromiso con el destino de la humanidad. Solo una comprensión más amplia de su teleología, antropología y epistemología, nos proporcionará la perspectiva que permita integrar estas dimensiones. Con una introducción que parte de la primera costarricense en poner en práctica su filosofía, la preclara Carmen Lyra, se aborda la multi-texualidad, complejidad y trasdisciplinareidad de Montessori, así como sus contingencias y su época, indagación necesaria para sopesar su necesidad hoy. A search for Montessori’s roots concludes that an authentic Montessori education, pioneer in holistic conceptions, can only be addressed from a paradigm of complexity, a Transdisciplinary perspective, and an attitude of compromise with the destiny of humanity. Only an all-encompassing understanding of her teleology, anthropology, and epistemology will provide a perspective to integrate these dimensions. In relating Montessori’s circumstances and life-experiences, a parallel is made to the challenges faced by the first practicing Montessorian in Costa Rica, Carmen Lyra, educator, writer, activist, and founding-member of the Costa Rican Communist Party. Montessori’s multi-texuality, contingencies and the quotidien are addressed in an effort to outline her relevance today.

Language: Spanish

DOI: 10.15517/aie.v12i3.10298

ISSN: 1409-4703

Article

Influencia del método Montessori en el aprendizaje de la matemática escolar / Influence of the Montessori Method on Learning School Mathematics

Available from: Universidad Pedagógica y Tecnológica de Colombia

Publication: Revista de Investigación, Desarrollo e Innovación, vol. 11, no. 3

Pages: 555-568

Early childhood care and education, Early childhood education, Mathematics education, Montessori method of education

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Abstract/Notes: Actualmente, el aprendizaje de la matemática escolar se ha constituido en un problema latente, generado por diversos factores, entre ellos, los métodos usados por el profesor. El objetivo de la investigación consistió en establecer la influencia que tiene el método Montessori en el fortalecimiento del pensamiento lógico-matemático en los infantes de grado tercero, en una Institución educativa colombiana. La metodología fue cuantitativa, con diseño cuasi-experimental; la información fue recogida en un diario de campo por observación directa y una prueba de entrada-salida; los datos se procesaron con el software SPSS y las hipótesis se comprobaron con la prueba de Wilcoxon. Los resultados mostraron que el método Montessori plasmado en una secuencia didáctica, influyó de manera significativa en el aprendizaje estudiantil asociado a las operaciones de adición y multiplicación con números naturales. Se concluye que este método promueve el aprendizaje significativo de los escolares, basado en experiencias y descubrimientos. / Currently, the learning of school mathematics has become a latent problem, generated by various factors, including the methods used by the teacher. The objective of the research was to establish the influence of the Montessori method in strengthening logical-mathematical thinking in third grade infants, in a Colombian educational institution. The methodology was quantitative, with a quasi-experimental design; the infor-mation was collected in a field diary by direct observation and an entry-exit test; the data were processed with the SPSS software and the hypotheses were verified with the Wilcoxon test. The results showed that the Montessori method, embodied in a didactic sequence, significantly influenced student learning associated with the operations of addition and multiplication with natural numbers. It is concluded that this method promotes meaningful learning in schoolchildren, based on experiences and discoveries.

Language: English

DOI: 10.19053/20278306.v11.n3.2021.13354

ISSN: 2027-8306, 2389-9417

Report

Montessori Pre-School Education: Final Report

Available from: ERIC

Academic achievement, Americas, Comparative education, Comparative Analysis, Early childhood education, Montessori method of education, Montessori schools, North America, United States of America

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Abstract/Notes: In order to investigate the effectiveness of Montessori preschool education as compared with non-Montessori preschool education, Phase I of this study matched 2 groups, each of 21 preschool children, on intelligence quotient and certain socio-economic factors. One group attended a Montessori preschool and the other a non-Montessori preschool. The children were administered tests near the beginning and end of the preschool year to determine any differences in achievement due to the preschool training. In Phase II a trained researcher interviewed the primary grade teachers who by then had some of the preschool children of Phase I in their classrooms. Ratings of these teachers provided information on the personality and ability of 3 groups of children, (1) former Montessori preschool children, (2) former non-Montessori preschool children, and (3) non-preschool children. The children were rated on 8 major traits which contained 27 stimulus variables. Phase I data indicated that Montessori preschool children gained significantly more in verbal ability than non-Montessori preschool children. Phase II data indicated that Montessori children were superior to the children of the other 2 groups in reading readiness, interest in learning, independence, interpersonal relations, leadership, and learning ability. No differences were found in creativity or ability to adjust to the traditional-type school.

Language: English

Published: Washington, D.C., Jun 1967

Doctoral Dissertation

The Montessori Method in America: Montessori Schools in New York and Rhode Island from 1910-1940

Available from: Loyola University Chicago

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Abstract/Notes: During the very early twentieth century, Dr. Maria Montessori produced a pedagogical approach that permitted the developmental delayed, socioeconomically disadvantaged, and the youngest of children to advance their cognition and adaptive skills to conventional standards. Her renowned "Montessori Method" was unleashed in 1906 in her home country of Italy and found its way to the shore of the United States soon after. This research will compare the implementation of the Montessori Method in two states, Rhode Island and New York. Both states invested time and money into the instructional ideals of Dr. Montessori in response to the advice of educators and, as is frequently overlooked in the scholarly literature, at the request of parents and community organizations. This study will focus on policy implementation: the how and the who, and on the overall growth and decline of Montessori programs, concentrating on the role parents played.

Language: English

Published: Chicago, Illinois, 2011

Article

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 8

Pages: 1-19

Academic achievement, Americas, Cognitive development, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, Philosophy of mind, United States of America

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Abstract/Notes: Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3 to 6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

Language: English

DOI: 10.3389/fpsyg.2017.01783

ISSN: 1664-1078

Book Section

Einige Grundprinzipien der Montessori-Methode, beurteilt vom Standpunkt der neueren Psychologie [Some basic principles of the Montessori method, judged from the point of view of recent psychology]

Book Title: Psychologisches zur Montessori-Methode: Aus dem Montessori-Heft der Neuen Erziehung [Psychological information on the Montessori method: From the Montessori booklet of the New Education]

Pages: 18-32

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Language: German

Published: Berlin, Germany: Hensel and Co. Verlag, 1927

Article

Hidden Black Voices in the History of Montessori Education

Available from: Academia

Publication: American Educational History Journal, vol. 47, no. 2

Pages: 205-221

African American community, African Americans, Americas, Montessori method of education, Montessori schools, North America, United States of America, ⛔ No DOI found

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Abstract/Notes: Maria Montessori was one of Italy's first female physicians, and she developed a groundbreaking educational method based on astute observation of children's behavior while working in one of the poorest neighborhoods in Rome (Gutek 2004; Kramer 1988). As someone who witnessed the extent of injustice experienced by poor women and children particularly, she turned from medicine to focus on education, seeing its potential power for social reform (Gutek 2004). Others have been drawn to the Montessori philosophy, sharing her belief that all children have the potential to become self-motivated, independent, and lifelong learners given an appropriate environment in which to flourish. Marginalized communities in the United States find this inclusivity to be a compelling message, leading to a growing number of public Montessori schools serving disadvantaged children (Debs 2019). The work and influence of Black Montessori educators is less wellknown than the stories of their white counterparts, so we profile three Black pioneers in the field. Before elaborating on the stories of Mae Arlene Gadpaille, Roslyn Williams, and Lenore Gertrude Briggs, Black Montessori pioneers who shared Maria Montessori's belief in the power of education for social justice, we first provide background on the Montessori Method, Maria Montessori's early years, and the history of Montessori education in the United States.

Language: English

ISSN: 1535-0584

Article

Maria Montessori a New York: Essa rimarra' in America 4 mesi e verra' direttamente in California [Maria Montessori in New York: She will stay in America for 4 months and will come directly to California]

Available from: California Digital Newspaper Collection

Publication: L'Italia (San Francisco, California)

Pages: 1

Americas, Maria Montessori - Biographic sources, North America, Teacher training, United States of America

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Abstract/Notes: "New York, Apr 19 - La Dottoressa Maria Montessori e giunta off a bordo del piroscafo "Duca degli Abruzzi". La illustre pedagogista rimarra in America quattro mesi. Ella e accompagnata dal cugino Mario Montessori. Quanto prima partira per la California, ove e state chiamata da quel Consiglio dell'Istruzione a tenere un corso di pedagogia e didattica per le maestre delle scuole elementari. La Dottoressa Montessori e stata l'iniziatrice di un nuovo metodo pedagogico, il quale si differenzia dai metodi comunemente seguiti nelle scuole, perché lascia un'assoluta liberta all'iniziativa individuale del fanciullo, cercando coltivare questa senza forzare o mutarne, o comprimerne il libero sviluppo il fanciullo apprende non per la imposizione dell'insegnante, ma perché vuole apprendere, perché l'insegnamento e parte del gioco, della sua libera e spontanea attività. Scuole che seguono il metodo Montessori vi sono in Italia e in altri paesi dell'Europe. Da poco tempo ne sono sorte in America ed hanno avuto ed hanno grandi risultati pratici.

Language: Italian

ISSN: 2637-5400

Article

Instituto Nueva Escuela and Montessori Education Reform in Puerto Rico: 'We Count in a Different Way'

Available from: Digital Library of the Caribbean

Publication: Sargasso - Transforming Pedagogy: Practice, Policy, and Resistance, vol. 2018-2019, no. 1/2

Pages: 97-122

Americas, Caribbean, Latin America and the Caribbean, Public Montessori, Puerto Rico

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Abstract/Notes: This article examines the trajectory of a public Montessori education movement in Puerto Rico, which has grown the largest concentration of public Montessori schools in the Caribbean and the U.S. and legally established a Montessori Education Secretariat within the public system, a groundbreaking precedent for public Montessori education worldwide. For almost three decades, a grass-roots movement led by the non-profit organization Instituto Nueva Escuela has been implementing a school transformation model built on the cornerstones of collective governance, family engagement, and Montessori pedagogy. This study explores how the movement has unleashed the agency of disenfranchised school communities to radically reform traditional public education in Puerto Rico. In the wake of Hurricane María and facing extreme austerity measures, the movement empowered collective resistance to fight for and win some of its most significant achievements, and offers innumerous lessons for the future of education reform in the Caribbean and beyond. [Este artículo examina la trayectoria de un movimiento de educación pública Montessori en Puerto Rico, que ha creado la concentración más grande de escuelas públicas Montessori en el Caribe y los EE.UU. y estableció legalmente una Secretaría Auxiliar de Educación Montessori dentro del sistema público, un precedente innovador para la educación pública Montessori mundial. Durante casi tres décadas, el movimiento comunitario liderado por la organización sin fines de lucro Instituto Nueva Escuela ha estado implementando un modelo de transformación escolar basado en los tres pilares de la gobernanza colectiva, las familias y la pedagogía Montessori. El estudio explora cómo el movimiento ha desencadenado la autogestión de las comunidades escolares más marginadas para reformar la educación pública tradicional en Puerto Rico radicalmente. Después del huracán María y enfrentando medidas extremas de austeridad, el movimiento empoderó la resistencia colectiva para luchar y ganar algunos de sus logros más significativos, y ofrece innumerables lecciones para el futuro de la reforma educativa en el Caribe y más allá.]

Language: English

ISSN: 1060-5533

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