For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Book Section
The Rise and Fall of Anne George as America’s Premier Montessori Educator
Available from: Springer Link
Book Title: America's Early Montessorians: Anne George, Margaret Naumburg, Helen Parkhurst and Adelia Pyle
Pages: 101-143
Americas, Anne E. George - Biographic sources, North America, United States of America
See More
Abstract/Notes: Anne E. George, the first American trained as a directress by Montessori in 1910, is significant as the paramount Montessori educator in the United States from 1910 to 1915. George, who established the first American Montessori school in Tarrytown, New York in 1911, was also the English-language translator of Montessori’s book, The Montessori Method (1912). Alexander Graham Bell and his wife, Mabel, intent on promoting Montessori education, established the national Montessori Educational Association, with George as its Director of Research. George was also the headmistress of the Montessori schools supported by the Bells in Washington, DC. In addition, George was Montessori’s aide and translator during her extensive lecture tour in 1913. Montessori’s relationship with George deteriorated. Montessori revoked Anne George’s credentials as a Montessori directress in 1915. The ever-loyal George, who strived to replicate the Montessori Method in American private schools, and, once, the premier American Montessori educator, was discredited by her mentor. After her marriage in 1919, George never returned to the field of education.
Language: English
Published: Cham, Switzerland: Palgrave Macmillan, 2020
ISBN: 978-3-030-54835-3
Series: Historical Studies in Education
Report
The Possibility of Public Montessori Schools: Examining the Montessori philosophy and its prospect in American public schools
Available from: Vanderbilt University Institutional Repository
Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
See More
Abstract/Notes: In an effort to explore the ways in which Montessori curriculum and public schools are cooperative or mutually exclusive, I will examine the principles of the Montessori philosophy as set forth by Dr. Maria Montessori in the areas of learners and learning, the learning environment, the curriculum and instructional strategies, and student assessment. After examining these sectors of the Montessori method, I will discuss theoretical possibilities in adapting the Montessori method to the American public school system in the early 21st century. For the purpose of this paper, I will refer to the author of the Montessori method, as "Dr. Montessori" and call the general method or portions thereof as "Montessori."
Language: English
Published: Nashville, Tennessee, 2007
Conference Paper
Montessori and the reformation of the American educational system for the 21st century
AMI International Study Conference
See More
Language: English
Published: Washington, D.C.: AMI/USA, 1989
Pages: 80-84
Report
The Children's House Manual: A Guide to the Social System, Physical Environment and Instructional Strategies of an American Montessori Public School
Available from: University of Connecticut Libraries - American Montessori Society Records
See More
Language: English
Published: Cincinnati, Ohio, 1977
Honors Thesis
The Great Italian Educator: The Montessori Method and American Nativism in the 1910s
Available from: University of Kansas
See More
Abstract/Notes: The purpose of this project is to investigate to what extent Protestant nativism impeded the spread of the Montessori Method in the United States. The Montessori Method has experienced waves of popularity in America ever since it was first introduced in 1910. During the first wave of popularity, from 1910-1917, Dr. Maria Montessori, the founder, faced backlash from educators and educational philosophers for her scientific reasoning and her pedagogical and social philosophies. Some Montessori historians believe that these factors were critical in halting the spread of the Montessori Method in America in 1917. An additional theory is that Montessori’s personal identity, as an Italian Catholic woman, impeded the reception of her ideas in America. Considering that the time period was characterized by anti-Catholic rhetoric from political organizations as well as newspapers and journals, the theory makes sense. Research for this project was conducted by examining newspaper publications that covered the Montessori Method, rebuttals of the method published by American educators, and the books and articles written by Montessori advocates. Other primary sources include Catholic publications and Dr. Montessori’s own books and writings. Secondary sources, such as autobiographies of Maria Montessori’s life and examinations of nativist activity at the beginning of the 20th Century, help paint a picture of the state of America when Dr. Montessori visited in 1913. Overall, these sources indicate that anti-Catholic sentiments played a minor role, if any, in hampering the spread of the Montessori Method. Maria Montessori’s publicist, Samuel S. McClure, crafted a particular public image for Montessori, compatible with themes of social reform, Progressive educational reform, and feminism, which would appeal to most Americans. The creation of this public image is significant as it was a manifestation of the cultural upheaval experienced during the early 20th century and had lasting implications for Progressive education and the future of the Montessori Method in America. Supporters for the method emphasized the scientific foundation of the method, Dr. Montessori’s ideas for social reform through education, and the compatibility of the method with American ideals of individual freedom and responsibility. In the end, other factors such as leading educators’ disapproval of different aspects of the method, World War I, and Dr. Montessori’s personality led to the decline of the Montessori Method in America at that time.
Language: English
Published: Lawrence, Kansas, Apr 2019
Doctoral Dissertation (Ph.D.)
The Essential and Unique Characteristics of a Contemporary American Montessori Curriculum Model for Children Ages 3 to 6
See More
Language: English
Published: Minneapolis, Minnesota, 1991
Article
Marva Collins, American Public Education, and Maria Montessori
Publication: NAMTA Quarterly, vol. 8, no. 3
Date: 1983
Pages: ii-9
North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
Doctoral Dissertation (Ed.D.)
The History of Montessori Education in America, 1909–2004
Available from: ProQuest - Dissertations and Theses
See More
Abstract/Notes: Dr. Maria Montessori was the first woman in Italy to receive a medical degree. While working with handicapped children, she developed educational methods that allowed them to pass national proficiency tests. With this success, she then generalized her techniques to other young children, and the method came to be known as the Montessori Method of education. This paper addresses the history of the Method's arrival and implementation in America, and the future outlook of the Method in the public sector given recent educational trends. Using the historical research method, material was compiled, verified, organized, and synthesized from hundreds of primary and secondary sources to create a coherent depiction of the Montessori movement in America from 1912 until 2005.
Language: English
Published: Charlottesville, Virginia, 2007
Doctoral Dissertation (Ph.D.)
Evaluating the Effectiveness of Montessori Reading and Math Instruction for Third Grade African American Students in Urban Elementary Schools
Available from: American Montessori Society
African American children, African American community, Americas, Montessori method of education - Evaluation, Montessori schools, North America, United States of America
See More
Abstract/Notes: Improving academic achievement for students of color has long been the subject of debate among advocates of education reform (Anyon, 2013; Breitborde & Swiniarski, 2006; Payne, 2008). Some scholars have advocated for the Montessori method as an alternative educational approach to address some chronic problems in public education (Lillard, 2005; Murray, 2011, 2015; Torrance, 2012). Montessori programs are expanding in public schools (National Center for Montessori in the Public Sector, 2014c) at a time when the American public school population is more racially diverse than ever before (Maxwell, 2014). A review of the literature reflects a lack of consensus about the efficacy of Montessori elementary instruction for students of color in general, and lack of attention to outcomes for African American students specifically (Dawson, 1987; Dohrmann, Nishisda, Gartner, Lipsky, & Grimm, 2007; Lopata, Wallace, & Finn, 2005; Mallet & Schroeder, 2015). The purpose of this study is to evaluate the effectiveness of reading and math instruction for third grade African American students in public Montessori, traditional, and other school choice settings, using end-of-grade standardized test scores from a large, urban district in North Carolina. Stratified sampling was used to select demographically similar traditional and magnet schools for comparison. Group mean reading and math test scores were compared using factorial MANCOVA and MANOVA procedures. African American students at grade three were found to perform at significantly higher levels in both reading and math in public Montessori schools than in traditional schools. No statistically significant difference was found in math achievement between African American third grade students in public Montessori and other magnet programs, although the Montessori group did achieve at significantly higher levels in reading. This suggests that the Montessori method can be an effective pedagogy for African American students, particularly in reading. Based on these results, recommendations are provided for policy, practice, and future research.
Language: English
Published: Charlotte, North Carolina, 2016
Master's Thesis
Acquisition of English as a Second Language for Hispanic Immigrant Adults with Low Academic and Socioeconomic Levels in the United States of America Through a Proposed Montessori Approach / Adquisición del Inglés como Segunda Lengua en Adultos Hispanos Inmigrantes con Bajo Nivel Académico y Socioeconómico en Estados Unidos de América: Proponiendo un Enfoque Montessori
Available from: American Montessori Society
Adult education, Americas, Immigrants, Language acquisition, Language development, Montessori method of education, North America, United States of America
See More
Language: English
Published: San Pedro Garza García, Mexico, 2017