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1621 results

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

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

Article

Montessori Society, London; Exhibition of Montessori Didactic Apparatus [advertisement]

Available from: JSTOR

Publication: The Woman Teacher, vol. 3, no. 25

Pages: 208

England, Europe, Great Britain, Montessori materials, Montessori organizations - England, Montessori organizations - Great Britain, Montessori organizations - United Kingdom, Northern Europe, United Kingdom

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Abstract/Notes: Advertisement for "Montessori Lectures" to be held at Kingsway Hall, London, on Nov 6th, Nov 13th, and Nov 20th, 1919.

Language: English

Doctoral Dissertation

Möjligheter och begränsningar: Om lärares arbete med montessoripedagogiken i praktiken [Opportunities and limitations: About teachers' work with Montessori pedagogy in practice]

Available from: DiVA Portal

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Abstract/Notes: This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice. The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers' everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents. Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.

Language: Swedish

Published: Stockholm, Sweden, 2016

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

Book

The Advanced Montessori Method: Scientific Pedagogy as Applied to the Education of Children from Seven to Eleven Years: The Montessori Elementary Material

Maria Montessori - Writings

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Abstract/Notes: First published in the Italian language in 1916 titled 'L'autoeducazione nelle scuole elementari' and first published in the English language in 1917 by Frederick A. Stokes Company, USA translated by Arthur Livingston. Clio Press, England published their first edition in 1995 based on the 1917 translation by Arthur Livingston. This Montessori-Pierson edition is based on the Clio Press 1995 edition.

Language: English

Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2017

ISBN: 978-90-79506-28-6

Series: The Montessori Series , 13

Volume: 2 of 2

Book Section

Englisch in der Montessori-Freiarbeit: Materialien, Ideen, Spiele [English in Montessori free work: materials, ideas, games]

Book Title: Montessori-Pädagogik in Deutschland: Rückblick - Aktualität - Zukunftsperspektiven ; 40 Jahre Montessori-Vereinigung e.V. [Montessori Pedagogy in Germany: Review - Current Issues - Future Perspectives 40 years of the Montessori Association]

Pages: 241-251

Montessori materials

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Language: German

Published: Münster, Germany: Lit, 2002

ISBN: 978-3-8258-5746-2

Series: Impulse der Reformpädagogik , 7

Article

Montessori et la Casa dei Bambini: Dimensions Idéologique, Épistémologique et Spirituelle de la Méthode [Montessori and the Casa dei Bambini: Ideological, Epistemological and Spiritual Dimensions of the Method]

Available from: Open Edition

Publication: Tréma, no. 50

Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Avec plus ou moins de prégnance, la pédagogie Montessori reste à la mode depuis plus d'un siècle. Entre les avis très laudatifs et les critiques les plus acerbes, que savons-nous de celle qui a inventé une méthode pédagogique, basée sur une expérience unique, la Casa dei Bambini, et qui a traversé le temps avec aussi peu de modifications ? Ce texte vise à éclairer les dimensions idéologique, épistémologique et spirituelle sur lesquelles s’appuient la doctrine et la méthode. En évitant les controverses stériles, nous montrerons en quoi, si la méthode présente un intérêt indéniable, certains points nécessitent une clarification. [With varying degrees of significance, Montessori pedagogy remained trendy for more than a century. Between the very laudatory opinions and the sharpest critics, what do we know about the one who invented a pedagogical method based on a unique experience, the Casa dei Bambini, who has transcended time with few changes? This text aims to enlighten the ideological, epistemological and spiritual dimensions on which the doctrine and the method are based. By avoiding sterile controversies, we will show how, if the method is of undeniable interest, certain points require clarification.]

Language: French

DOI: 10.4000/trema.4369

ISSN: 1167-315X

Book Section

Presenza di Maria Montessori [Presence of Maria Montessori]

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

Pages: 261-266

Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957), Maria Montessori - Biographic sources

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Abstract/Notes: This speech was delivered on September 28, 1957 at the 11th International Montessori Congress (Rome, Italy).

Language: Italian

Published: Roma: Vita dell'infanzia, 1959

Book Section

Maria Montessori fra Antropologia, Psicologia e Modernismo [Maria Montessori Between Anthropology, Psychology and Modernism]

Book Title: La Cura dell'Anima in Maria Montessori: l'Educazione Morale, Spirituale e Religiosa dell'Infanzia [Care of the Soul in Maria Montessori: Moral, Spiritual and Religious Education of Childhood]

Pages: 8-37

Europe, Italy, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Southern Europe, Spirituality

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Language: Italian

Published: Rome, Italy: Fefè Editore, 2011

ISBN: 978-88-95988-34-4

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