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Article
Where Have All the Teachers Gone?
Available from: ISSUU
Publication: Montessori Leadership, vol. 23, no. 1
Date: 2021
Pages: 22-24
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Language: English
Article
Art, Music, Dance: Specialist Teachers & Extra Lessons in the Children's House
Available from: ISSUU
Publication: Montessori Leadership, vol. 15, no. 3
Date: 2013
Pages: 16-18
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Language: English
Article
Making Sense of Montessori Teacher Identity, Montessori Pedagogy, and Educational Policies in Public Schools
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 9, no. 1
Date: 2023
Pages: 1-15
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Abstract/Notes: Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick’s sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers’ identity plays a crucial role in how, or if, they respond to educational policies that may not seemingly align with the Montessori Method. The overarching purpose of this study was to understand Montessori public school teachers’ experiences with policies that influence their pedagogy. Through qualitative interviews and a culminating group-level assessment session, three themes emerged as teachers shared their experiences with educational policies: (a) Montessori pedagogy is more than the materials, (b) districts often force district-wide requirements that are at odds with the Montessori pedagogy, and (c) Montessori teachers in public schools do not feel supported. This article concludes with a discussion of how to better support Montessori teachers in public school settings based on the study’s findings.
Language: English
ISSN: 2378-3923
Article
Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 1, no. 1
Date: 2015
Pages: 28-41
Children with disabilities, Comparative education, Inclusive education, Montessori method of education, Teachers - Attitudes
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Abstract/Notes: Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms. Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.
Language: English
ISSN: 2378-3923
Article
Differing Definitions: When Parents' Assumptions Are at Odds with Those of Teachers
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 14
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Language: English
ISSN: 1071-6246
Article
Public Montessori Teachers: It's Time to Talk
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 4
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Language: English
ISSN: 1071-6246
Article
Reinvigoration: Teachers Took the Lead in Rejuvenating an Established Program [J.J. Hill Montessori, St. Paul, Minnesota]
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 19
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Language: English
ISSN: 1071-6246
Article
Dear Alice and Betty, Continued: More Discussion on Our Interview with Two Respected, Veteran Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 2
Date: Winter 1998
Pages: 24-25
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Language: English
ISSN: 1071-6246
Article
It's OK to Be Uncool: Montessori Teachers and Parents Can Conspire for the Health of Children
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 10
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Language: English
ISSN: 1071-6246
Article
Junior High, Giant Questions: When Programs Admit Unprepared Students, What Does the Conscientious Teacher Do?
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 11
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Language: English
ISSN: 1071-6246