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1327 results

Article

✓ Peer Reviewed

La formazione Montessori Nazionale ed Internazionale a Perugia / La formación nacional e internacional Montessori en Perugia / National and International Montessori Training in Perugia

Available from: Universidade de Santiago de Compostela (Spain)

Publication: RELAdEI (Revista Latinoamericana de Educación Infantil), vol. 3, no. 3

Pages: 147-152

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Language: Italian

ISSN: 2255-0666

Doctoral Dissertation

Nisaidie nif anye mwenyewe, Pomogi mne eto sdelat' samomu: A comparative case study of the implementation of Montessori pedagogy in the United Republic of Tanzania and The Russian Federation

Available from: ProQuest Dissertations and Theses

Africa, Comparative education, East Africa, Eastern Europe, Europe, Russia, Sub-Saharan Africa, Tanzania

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Abstract/Notes: The system of education developed by Maria Montessori, noted Italian feminist, anthropologist and physician, is the single largest pedagogy in the world with over 22,000 public, private, parochial, and charter schools on six continents, enduring even as other teaching methods have waxed and waned. Despite its international diffusion and longevity, research into the pedagogy is glaringly absent from mainstream educational literature. The purpose of this study is, first, to explore Dr. Montessori's involvement in international conferences and examine how the exchange of ideas by participants may have influenced her pedagogy. Second, this study investigates the implementation of Montessori pedagogy in two countries, the United Republic of Tanzania and the Russian Federation, focusing on the interplay of teacher training, classroom practice, and culture. This comparative multiple case study was designed to differentiate what is universal in the Montessori pedagogy and what is country specific or culture bound. Observations in classrooms guided by a checklist of ten essential elements, interviews with teachers, trainers and leaders of Montessori associations, and historical and contemporary documents are the primary sources of data. The results of the data indicate that limited economic resources, the quality of training, government regulations and availability of Montessori books translated into the Kiswahili and Russian languages influence the implementation of Montessori pedagogy in the United Republic of Tanzania and the Russian Federation to a greater extent than culture. Montessori pedagogy as implemented in Tanzania is thriving and is providing much needed quality education for young children. Several factors influence its implementation, but poverty permeates through all the classrooms and is the most significant. Montessori pedagogy as implemented in Russia also is thriving, in spite of the challenge of consistent training. Impressive efforts such as the work of the Belgorod Montessori Study Center to develop the theoretical understanding and practical applications of cosmic education and Michailova Montessori School's experiment in integrating into a self-managed government school may determine whether Montessori remains on the periphery of pedagogy or moves to the center, influencing future policy.

Language: English

Published: Minneapolis, Minnesota, 2010

Report

Understanding Equitable Access to Public Montessori Pre-K: A Case Study of Montessori Recruitment and Enrollment Practices

Available from: Child Trends

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Abstract/Notes: Ensuring equitable access to high-quality early education for families from all racial, ethnic, and income backgrounds is a critical component for addressing systemic racism and inequality within the public education system. This study examined one piece of this issue by investigating access to public Montessori pre-K, as well as barriers that may hinder equitable access. While many public Montessori pre-K programs report that students are admitted through a random lottery process, initial efforts to study these programs indicated that certain enrollment policies may create barriers to access. Potential barriers to accessing public Montessori pre-K include lottery priority status for siblings, neighborhood residents, and children of staff; a lack of targeted recruitment practices for families from underserved communities; and affordability. These barriers to access may disproportionally affect Black and Latino families and families facing poverty, who have unequal access to high-quality educational opportunities overall. The Montessori model was originally created to give children with learning challenges (e.g., children who exhibited concentration, attention, and discipline challenges) a high-quality educational environment where they could thrive. Given the origins of the Montessori pedagogy and existing disparities within the educational system, questions of equity should be at the center of policy development for accessing public Montessori pre-K.

Language: English

Published: Bethesda, Maryland, Mar 26, 2021

Doctoral Dissertation

How "Montessorian" Are the Montessori Schools? A Study of Selected "Montessori" Schools with Respect to Their Adherence to the Montessori Tradition.

Available from: ProQuest Dissertations and Theses

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Language: English

Published: New Brunswick, New Jersey, 1975

Article

✓ Peer Reviewed

Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 1, no. 1

Pages: 14-27

African American community, African Americans, Americas, Comparative education, Montessori method of education, Montessori schools, North America, Public Montessori, School discipline, Teacher-student relationships, United States of America

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Abstract/Notes: Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002). Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI) is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011). Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.

Language: English

DOI: 10.17161/jomr.v1i1.4941

ISSN: 2378-3923

Book Section

Das erste Montessori-Kinderhaus mit integrierter Erziehung in München. Erfahrungen bei den Kindern [The first Montessori children's home with integrated education in Munich. Experiences with the children]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 289-295

Conferences, Europe, Germany, Inclusive education, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Special education, Western Europe

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

✓ Peer Reviewed

O Ensino de Matemática no Pensamento de Comênius, Pestalozzi e Montessori [The Teaching of Mathematics in the Thinking of Comênius, Pestalozzi and Montessori]

Available from: SciELO

Publication: Educar em Revista, vol. 36

Pages: e64213

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Abstract/Notes: Neste artigo, discutimos os fundamentos para o ensino da Matemática na Pedagogia Tradicional e na Pedagogia Nova, marcadamente, a partir das teorias de fronteira de Comenius, Pestalozzi e Montessori. Esta pesquisa é de cunho documental e bibliográfico. Ao final da análise, concluímos que: há uma circulação de ideias entre o pensamento educacional de Comenius, Pestalozzi e Maria Montessori no que diz respeito ao uso de materiais didáticos e que nos métodos por estes pensadores a Matemática está associada às atividades práticas e gradativas. [In this article, we discuss the fundamentals for the teaching of Mathematics in Traditional Pedagogy and New Pedagogy, markedly, based on theories of Comenius, Pestalozzi and Montessori. This research is documental and bibliographic. At the end of the analysis, we conclude that: there is a circulation of ideas between the educational thoughts of Comenius, Pestalozzi and Maria Montessori regarding the use of didactic materials and that in the methods proposed by these thinkers Mathematics is associated with practical and gradual activities.]

Language: Portuguese, English

DOI: 10.1590/0104-4060.64213

ISSN: 0104-4060, 1984-0411

Article

The Effect of Using Montessori Method on Developing Kindergartener's Speaking and Reading skills

Available from: The Egyptian Knowledge Bank

Publication: مجلة التربية في القرن 21 للدراسات التربوية والنفسية [Journal of Education in the 21st Century for Educational and Psychological Studies], vol. 1, no. 10

Pages: 1-23 (Article 3)

Africa, Early childhood care and education, Early childhood education, Egypt, Language development, Middle East, Montessori method of education - Evaluation, North Africa, Reading - Academic achievement

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Abstract/Notes: play and have fun, the learning and teaching processes should be suited totheir nature. There is a number of known interesting learning activitieswhich are based on the arts, games and other oral activities. Thus Englishshould be taught as a means of communication and researchers should dotheir best to help EFL learners to develop their reading and speaking skills.Ur (2000: 12) declared that "out of all the four skills ,listening,speaking, reading and writing, speaking seems the most important, peoplewho speak a language are known as speakers of the language, as if speakingincluded all other kinds of knowing a target language" Today, many secondlanguage learners give the speaking skill priority in their learning because ifthey master this skill then they will be considered as if they have masteredall of the other skills.The importance of speaking is best shown with the integration of theother language skills. For instance, speaking can help students develop theirvocabulary and grammar and improve their writing skill. Ability to read isthe primary fundamental skill required for children to achieve academicsuccess. Currently, the expectation is that all children should begin readingearly and be able to read on grade level by third grade (U.S. Department ofEducation, 2002)Another way that speaking and reading are connected is throughdecoding .decoding is the process of pulling apart the sounds that each(1)letter makes, and then putting them back together to make a word.it is mucheasier for a child to sound out a word on the page that they have alreadyheard in conversation, than a completely new word. There less informationto process since the meaning and the pronunciation of the word are alreadyknown. A child who has heard more words spoken is at an advantage whenlearning to read, the skill of reading is special and often difficult to acquire.the fact that anyone learns how to read is something of a miracle. Learningto read is different from learning to speak; in the development of humanhistory, speaking precedes reading by thousands of yearsItalian educator and physician Maria Montessori developed aninnovative teaching methodology for children that left an indelible mark oneducation curricula throughout the world. Montessori education is a sensorybasedpedagogy that is based on the belief that children learn at their ownpace through manipulation of objects (Lopata, Wallace, & Finn,2005).According to Montessori, (Montessori, 1967, p.14). the goal ofeducation is “to be able to find activities that are so intrinsically meaningfulthat we want to throw ourselves into them” (Crain : 2004) confirmed thisassertion by noting that “when children find tasks that enable them todevelop their naturally emerging capacities, they become interested in themand concentrate deeply on them.In general, there is a need for more research regarding successfuleducational methods and pedagogy for this disenfranchised populationbecause the existing research does not adequately provide educationalplanners with the resources or information to develop effective programs(Williams:2001) examined the impact of the Montessori Method on(2)refugee children‟s social, cognitive and motor development using adifference-in-difference approach .The Montessori method of teachingaimed the fullest possible development of the whole child, ultimatelypreparing him for life‘s many rich experiences. Complemented by hertraining in medicine, psychology and anthropology, Dr .Maria Montessori(1870-1952) developed her philosophy of education based upon actualobservation of children.Students are assigned their own personal workstations designed witheducational items that correspond to the daily lesson plans and activities.Students are responsible for setting up the work area, choosing the learningactivity, applying the physical materials, and returning the materials back tothe shelves (Pickering: 2004).Children are always free to move around theroom and are not given deadlines for the various learning tasks. Desks arearranged into open networks that encourage meaningful group discourse, aswell as independent learning.Students work together with the teachers to organize time strategicallyin order to complete the necessary learning tasks of the day. The amount ofteachers in the classroom varies based on class size, but usually two teachersare used for sections with thirty or more students, In most settings, childrenare grouped in mixed ages and abilities based on three to six-year incrementssuch as 0-3, 3-6, 6-12, 12-15 and 15-18 (other Montessori schools use onlythree year increment settings). Ages are mixed so that older students canassist and mentor the younger children in the group. Students are groupedaccording to common interests and experiences rather than the ability andskill level (Pickering: 2004).According to Montessori, from birth to age three the child learnsprimarily through the “unconscious absorbent mind.” During education in(3)the first three years, Montessori believed that it was necessary for theparents to develop in the role of unobtrusive educator; there to protect andguide without infringing on the child‟s right to self-discovery (Crain: 2004).This early developmental model enabled children to learn their own skillsat their own place. During the ages of three to six the child begins to utilizethe “conscious absorbent mind” which prompts students to participate increative problem-solving consisting of wooden and metal objects of varioussizes and shapes, personally designed by Montessori. If a problem becomestoo difficult or overwhelming for the student, the teacher delays the projectfor a future day. Children also engage in practical work consisting ofhousehold tasks and personal maintenance.

Language: Arabic

DOI: 10.21608/jsep.2020.84322

ISSN: 2682-1931

Article

✓ Peer Reviewed

Racial and Economic Diversity in U.S. Public Montessori Schools

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 2, no. 2

Pages: 15-34

African American community, African Americans, Americas, Mira C. Debs - Writings, Montessori schools, North America, Public Montessori, United States of America, United States of America

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Abstract/Notes: As public Montessori schools rapidly expand through the United States, the question then arises: What population of students do the schools serve? This study presents a new empirical data set examining the racial and economic diversity of 300 whole-school, public Montessori programs open in 2012–2013, where the entire school uses the Montessori Method. While school-choice scholars are concerned that choice programs like Montessori lead to greater student segregation by race and social class, this study finds a variety of outcomes for public Montessori. Public Montessori as a sector has strengths in student racial and socioeconomic diversity, but it also has diversity challenges, particularly among Montessori charters. The study concludes with recommended strategies for public Montessori schools to enroll a racially and economically diverse student body.

Language: English

DOI: 10.17161/jomr.v2i2.5848

ISSN: 2378-3923

Article

✓ Peer Reviewed

Odgajanje opažanjem: neke specifičnosti odnoga prema Montessori pedagogiji [Upbringing by observation: some specifics of education according to Montessori pedagogy]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Služba Božja: liturgijsko-pastoralna revija, vol. 58, no. 4

Pages: 443-464

⛔ No DOI found

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Abstract/Notes: Specifična slika djeteta u Montessori pedagogiji utječe na značajke Montessori odgojitelja, njegovu osobnu i stručnu pripremu te njegovu unutarnju pripremu. U ovom se radu analiziraju specifičnosti navedene pedagogije glede djeteta, odgojitelja i pripremljene okoline. Montessori pedagogija računa s periodima ili razdobljima posebne osjetljivosti kod djece i pridaje im veliku razvojnu i odgojnu važnost, a da bi dijete uspješno prošlo svaki od perioda, potrebno je da odrasli slijede i odgovaraju na potrebe djeteta. Na kraju rada istaknut ćemo glavne specifičnosti razvoja i poimanja djeteta prema ovoj pedagogiji. [A specific picture of the child in Montessori pedagogy affects the qualities of Montessori educators, their personal and professional preparation and their internal preparation. This paper analyses the specifics of the mentioned pedagogy regarding the child, the educator and the prepared environment. Montessori pedagogy counts on periods or times of special sensitivity in children and attaches great developmental and educational importance to them, so that, should the child successfully pass each of the periods, it is necessary for adults to follow and respond to the needs of the child. At the end of the paper we will highlight the child’s main developmental characteristics and understanding of the child according to this pedagogy.]

Language: Croatian

ISSN: 0037-7074, 1849-1057

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