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Article
An Open Letter to Heads of Schools [as new member of AMS Board]
Publication: Montessori Life, vol. 12, no. 2
Date: 2000
Pages: 10
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Language: English
ISSN: 1054-0040
Article
Public Montessori Elementary Schools: A Delicate Balance
Available from: ProQuest
Publication: Montessori Life, vol. 20, no. 4
Date: 2008
Pages: 26-30
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Abstract/Notes: Public Montessori elementary schools have two challenges: They strive to achieve a child-centered Montessori environment and must also address the demands of state and federal requirements developed for more traditional educational settings. This study analyzes how schools were operating on both fronts. On the one hand, the study measured the degree to which schools reported they were living up to the ideals of establishing truly Montessori environments within public schools (based on characteristics identified by the American Montessori Society as essential for the success of Montessori schools in the public sector). On the other hand, the study also gauged public Montessori elementary school leaders' perceptions of the greatest challenges facing their schools. This study incorporates public Montessori elementary school leaders' descriptions of their schools on several dimensions. First, participants provided basic school characteristics, such as admission criteria, enrollment information, and enrollment trends. They followed with Montessori practices and attitudes, outlining teacher background and classroom structure. Next, testing practices and attitudes toward standardized testing were described. Finally, they enumerated the greatest challenges facing their schools. (Contains 5 tables and 3 figures.)
Language: English
ISSN: 1054-0040
Article
Montessori Secondary Schools: Preparing Today's Adolescents for the Challenges of Tomorrow
Available from: ProQuest
Publication: Montessori Life, vol. 19, no. 4
Date: 2007
Pages: 26–32
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Language: English
ISSN: 1054-0040
Article
Inspiring a Culture of Creativity: One School's Journey
Available from: ProQuest
Publication: Montessori Life, vol. 16, no. 3
Date: Summer 2004
Pages: 28-31
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Language: English
ISSN: 1054-0040
Article
Charter Schools: Our Challenge, Our Opportunity
Publication: Montessori Life, vol. 14, no. 3
Date: 2002
Pages: 43
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Language: English
ISSN: 1054-0040
Article
Upcoming Requirements for AMS Secondary Teachers and Heads of Schools
Available from: ProQuest
Publication: Montessori Life, vol. 28, no. 4
Date: Winter 2017
Pages: 20
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Abstract/Notes: Lead teachers in Secondary-level classes in AMS-accredited and full-member schools who are teaching math, English, history, humanities, or sciences will be required to have the appropriate Montessori credential (i.e., Secondary I or I-II).[...]the head of school must either: * Hold a Montessori credential and score a requisite number of points for professional development and related work experience, as detailed on the Head of School Requirements Verification Form.
Language: English
ISSN: 1054-0040
Article
The World of Accreditation: MSAC Accredited Schools Benefit from New Alliances
Publication: The National Montessori Reporter, vol. 27, no. 2
Date: 2003
Pages: 26–27
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Language: English
Article
A Historical and Geographical Look at Montessori Schools of Ohio
Publication: Montessori Life, vol. 14, no. 3
Date: 2002
Pages: 6–7
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Language: English
ISSN: 1054-0040
Article
Assessment and Accountability in Montessori Schools: Q and A with Dr. Kathy Roemer
Publication: Montessori Life, vol. 12, no. 3
Date: 2000
Pages: 40–42
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Abstract/Notes: Includes results of school survey on standardized tests used
Language: English
ISSN: 1054-0040
Master's Thesis
A Casa das Crianças: Três Modelos de Espaços Escolares Montessori [Children's Space: Three Models of Montessori Schools]
Available from: Universidade do Porto - Repositório Aberto
Europe, Montessori method of education, Montessori schools, Portugal, Southern Europe
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Abstract/Notes: A escola é um local de conexão do ser humano com o que o rodeia e, por isso é mais do que um espaço para educar. É o abrigo que acolhe e promove um processo educativo e de crescimento. A relação entre arquitetura e pedagogia, entende-se na medida em que o desenho do espaço é um instrumento pedagógico e, essa conexão entre as duas áreas é intensifcada pelas transformações na sociedade, que por sua vez têm infuenciado o desenho do espaço de ensino. A partir do século XIX e XX a introdução de novos métodos de ensino refetiu-se numa nova forma de olhar para as crianças e numa crescente preocupação com a pedagogia. Estes modelos inovadores distanciam-se da rigidez dos modelos tradicionais e, são ainda hoje pouco reconhecidos. As escolas Montessori representam essa nova forma de olhar para a educação e respondem às questões pedagógicas desenvolvidas por Maria Montessori, nas quais as crianças são seres independentes e são o centro de todo o processo educativo. Carateriza-se por ser uma pedagogia, que tal como o espaço a ela destinado, é complexa e pensada ao detalhe para satisfazer as necessidades de seres autónomos. Ao mesmo tempo, a principal caraterística da nova educação é a liberdade, que por sua vez se vê refetida no espaço arquitetónico, em espacialidades fexíveis e que permitem maior variedade de ocupação. Além disso, a pedagogia Montessori requer um ambiente de ensino estimulante à aprendizagem, que confere à criança a independência necessária na sociedade atual. Com isto, a presente Dissertação de Mestrado, "A casa das Crianças: Três Modelos de Espaços Escolares Montessori", pretende perceber de que forma a arquitetura responde ao próprio método Montessori, através de vários casos de estudo como por exemplo: A Casa das Crianças Viena (1922) de Franz Schuster, a Escola Montessori de Delft (1960/66) de Herman Hertzberguer e o Fuji Kindergarten projetado pelos Tezuka Architects (2007). A análise destes casos em detalhe, permitiu entender o espaço escolar Montessori através de temas comuns como: a relação ente a Escola e Cidade, o espaço de distribuição da escola, a sala Montessori e todos os espaços que a compõe, e o espaço exterior. / School is a connection place between humans and their surroundings, it is more than a place to teach. It is the shelter that welcomes and promotes both an educational and a growth process. The relation between architecture and pedagogy is understood as a pedagogical instrument and this relation is intensifed by changes in society, which in turn have infuenced the design of the teaching space. From the 19th and 20th century, the introduction of new teaching methods resulted in new ways of looking at children and in a growing concern with pedagogy. This happened as a reflection of introducing new teaching methods. These innovative models block the rigidity of traditional models and nowadays, they're not so recognized. Montessori schools represent this new way of looking at education created by Maria Montessori, where children are independent beings and are the center of the educational process. This pedagogy is known by being complex and designed to detail to satisfy the need of autonomous beings. Just like the space for them. At the same time, the main characteristic of the new education is freedom, that is refected in the architectural space too, with fexible spaces that allow childrens appropriation. Montessori Pedagogy requires a teaching environment that encourages learning, giving the child the independence needed in today's society. So, this master's thesis, Children's Space: Three Models of Montessori Schools, shows how architecture to the Montesssori Method principles, throught various study cases like: Children's House in Viena (1922) by Franz Schuster, a primary Montessori School in Delft (1960/66) by Herman Hertzberguer and the Fuji Kindergarten designed by Tezuka Architects (2007). The study of these and more cases, revealed the Montessori Spaces through themes like: The School and the City, The School distribution, The Montessory Classroom and The Outdoor Space.
Language: Portuguese
Published: Porto, Portugal, 2021