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Book Section

Montessori in Public Schools: Interdependence of the Culture of the School, the Context of the Classroom, and the Content of the Curriculum

Available from: Books to Borrow @ Internet Archive

Book Title: Montessori in Contemporary American Culture

Pages: 229-237

Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America

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Language: English

Published: Portsmouth, New Hampshire: Heinemann, 1992

ISBN: 0-435-08709-6 978-0-435-08709-8

Book

Whole Teaching: Keeping Children in the Center of Curriculum and Instruction

Available from: Books to Borrow @ Internet Archive

Montessori method of education - Criticism, interpretation, etc., Student-centered learning, Teacher-student relationships, Teachers

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Abstract/Notes: This sourcebook contains articles, resources, and sample teaching materials to assist practitioners implementing developmentally appropriate practices in the classroom. The first six parts of the sourcebook contain reprints of more than 40 journal articles, topical bibliographies and resource lists, and sample teaching materials. The topics of these first six parts are: (1) early childhood and developmental education; (2) educational reform; (3) learning styles and needs; (4) multiage practices; (5) integrated language arts; and (6) assessment. Part 7 contains a variety of resources, including a bibliography of whole language professional books containing over 280 items; a 79-item bibliography on poetry; and lists of publications and special interest groups, materials suppliers, videos, book publishers, children's magazines, and sources of songs and stories.

Language: English

Published: Peterborough, New Hampshire: Society for Developmental Education, 1993

ISBN: 0-9627389-4-8 978-0-9627389-4-4

Master's Thesis

A Comparison of Preschool Competencies Required by Thai Curriculum as Realized in a United States Play-Oriented Program and a Montessori Program

Available from: ProQuest - Dissertations and Theses

Americas, Comparative education, Early childhood care and education, Early childhood education, Montessori method of education - Evaluation, North America, Play, Thai children, United States of America

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Abstract/Notes: This research involved observing children in two programs, Montessori and play-oriented program, in order to determine the extent of children's opportunity to develop competency according to their choice of activities and to identify which program provided more appropriate activities for Thai children. The results showed that children in a play-oriented program had more opportunity to develop competency in language, social science, motor skill, eye-hand coordination, shape and size recognition and discrimination, creativity, problem solving, and imagination than did children in a Montessori program. However, children in a Montessori program had more opportunity to develop competency in mathematics and science than did children in a play-oriented program. Thus, it would be necessary to combine activities from both programs in the Thai curriculum.

Language: English

Published: Denton, Texas, 1991

Master's Thesis

Mississippi River Program: A Mixed-Method Examination of the Effects of a Place-Based Curriculum on the Environmental Knowledge and Awareness of Montessori Adolescents

Available from: ProQuest - Dissertations and Theses

Comparative education, Mississippi River Program, Sustainability

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Abstract/Notes: The Mississippi River Program was an interdisciplinary environmental education curriculum implemented in La Crosse, Wisconsin. The program integrated theory and practice of experiential, environmental, adventure, and place-based education, and was designed, implemented and assessed by the researcher. Effects of the Mississippi River Program on the environmental knowledge and awareness of middle school adolescents were unknown at the onset of this study. This was a quasi-experimental design involving non-random sampling of a charter Montessori Middle School as the experimental group (n=17), and a sample of public middle school students as the comparison group (n=18). A mixed-methods approach entailed quantitative assessment of mean pretest and posttest scores on the Environmental Knowledge and Beliefs Questionnaire, and a qualitative analysis of reflective papers written by the Montessori group. The research instrument was drawn directly from the state standards for environmental education for middle school adolescents, published by the Wisconsin Department of Instruction (1998). Results of ANOVA indicated a significant improvement in mean scores from pretest to posttest for the experimental group, with no significant difference in scores for the comparison group (p=.0002). Quantitative results revealed that Item Six of the survey instrument contributed significantly to the increase in scores (p=.0000). This Item required knowledge of environmental agencies, which the experimental group gained during “Outdoor Careers Day.” Student reflective papers written about experiences during this event were qualitatively assessed using an emergent open coding method, which revealed five environmental learning themes. Qualitative findings reinforced the quantitative results, indicating that the program participants improved significantly in knowledge of environmental content areas; and awareness of a personal relationship with, and responsibility to, the environment. Further investigations are needed to increase the research base for programs that incorporate multiple outdoor education models. Innovative educational approaches would also benefit from research on the long term effects of participation in these programs.

Language: English

Published: Mankato, Minnesota, 2006

Book Section

Highland's "Early School" Curriculum

Available from: Taylor and Francis Online

Book Title: The Parent-Centered Early School: Highland Community School of Milwaukee

Pages: 143-165

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Abstract/Notes: Highland's Montessori curriculum spans six years, three years of pre­school and the first three of elementary school. This curriculum func­tions as a coherent whole which builds and solidifies student under­standing of the curriculum content. The first section describes the Montessori model and reviews relevant research on it. Classroom observations and teacher interviews flesh out descriptions of Highland's Children's House (3-6 years) and Junior Level (6-9 years). A following section highlights how Highland has augmented the Montessori model. Finally, Highland's curriculum is compared to contemporary national reform experiments, especially Howard Gardner's "school for understanding" and James Comer's "relation­ship building process" in schools.

Language: English

Published: New York: Routledge, 1997

Edition: 1st

ISBN: 978-1-315-05106-2

Series: Studies in Education and Culture , 10

Article

Montessori's Cosmic Curriculum: Nurturing Curiosity, Creativity, and Imagination

Publication: Tomorrow's Child, vol. 30, no. 4

Pages: 12-15

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Language: English

ISSN: 1071-6246

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