Abstract/Notes: Excellent biography of Alexander Graham Bell, usually considered the standard source. For details related to Montessori education see: p. 418-419, 462-463.
Language: English
Published: Ithaca, New York:
Cornell University Press, 1990
ISBN: 0-8014-9691-8 0-8014-2419-4
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Appendix
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 3 of 3
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Main Report
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 2 of 3
Article
Pengaruh Metode Belajar Montessori Terhadap Perkembangan Kognitif Anak Stunting
Publication: Trend And Issue In Healthcare,
vol. 1, no. 1
Date: Mar 2024
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Abstract/Notes: Survei Status Gizi Indonesia (SSGI) tahun 2022 melaporkan angka stunting sebesar 21,6%, menurun 2,8% dibandingkan tahun 2021 yaitu 24,4%. Namun Indonesia perlu bekerja keras untuk mencapai target 14% pada 2024. Kekurangan gizi pada anak stunting dapat menyebabkan gangguan perkembangan kognitif yang berdampak pada keberhasilan belajar anak dan mempengaruhi masa depan bangsa. Oleh karena itu, diperlukan upaya untuk meningkatkan kemampuan kognitif anak stunting dengan metode belajar Montessori. Dibandingkan metode tradisional lainnya, Montessori merupakan alternatif yang sangat baik untuk perkembangan kognitif anak. Tujuan penelitian : untuk menganalisis pengaruh Montessori terhadap perkembangan kognitif pada anak stunting. Desain penelitian menggunakan quasy eksperimen pretest – postest with control group. Kelompok intervensi yaitu kelompok Montessori dan kelompok kontrol yaitu kelompok metode belajar tradisional. Intervensi dilakukan selama 2 bulan. Sampel berjumlah 38 anak stunting yang diambil secara purposive sampling. Instrument yang digunakan yaitu kuesioner KPSP dan lembar observasi perkembangan kognitif Montessori. Uji statistic yang digunakan yaitu paired sample t test dan independent t test. Hasil uji paired sample t test diperoleh p value 0.001 pada kelompok Montessori dan p value 0.064 pada kelompok belajar tradisional. Hasil uji independent t test diperoleh p value 0.004. Montessori terbukti berpengaruh terhadap perkembangan kognitif pada anak stunting. Montessori melatih anak untuk mengeksplorasi dan menemukan lingkungan belajar yang tepat dan nyaman. Lingkungan yang nyaman akan menciptakan rasa bahagia dalam proses belajar sehingga dapat meningkatkan minat dan motivasi belajar. Terdapat perbedaan signifikan perkembangan kognitif anak dengan metode Montessori dibandingkan kognitif anak dengan metode belajar tradisional.
Language: Indonesian
Article
✓ Peer Reviewed
A Study on the Pre School Education with Special Reference to Montessori
Publication: Bharati International Journal of Multidisciplinary Research and Development,
vol. 2, no. 2
Date: Mar 2024
Pages: 13-18
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Abstract/Notes: The primary aim of Montessori approach is to enable the child explore him/herself and free that personality; thus, a convenient environment has to be set for the development of the child. How parents, teachers and pre-school institutions set such environments is also studied within this research. Additionally, the effect of the Montessori approach on children that is used by the teachers at school is also observed. Therefore the researcher has made an attempt to focus on the Montessori approach in the preschool education. The Montessori Method is characterized by its emphasis on child-centered learning, individualized instruction, and the creation of a nurturing environment that fosters independence and self-discovery. The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation.
Language: English
Article
Maria Montessori and Roberto Assagioli: Parallels in Their Thinking
Abstract/Notes: In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems.
Publication: Educational Administration: Theory and Practice,
vol. 30, no. 4
Date: 2024
Pages: 9098-9104
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Abstract/Notes: This study delved into analyzing the impact of human resource practices with reference to Montessori school Chennai city. A random sample of 150 individuals from the Montessori school. To achieve the study's objectives, a questionnaire was designed as a data collection tool, and appropriate statistical tests and tools within (spss.v 20) were used. this study examines the impact of human resource practices in Montessori schools, with a specific focus on the educational landscape of Chennai city. Montessori education is known for its unique approach to child development, emphasizing individualized learning and holistic growth. human resource practices play a crucial role in shaping the quality of education and the overall functioning of Montessori schools.The research adopts a qualitative approach, utilizing interviews, surveys, and observations to gather data from Montessori schools across Chennai city. the study investigates various aspects of human resource management, including recruitment and selection, training and development, performance evaluation, and employee engagement. Human resource management and educational outcomes in Montessori schools, this study provides valuable insights for school administrators, policymakers, educators, and researchers. ultimately, the findings contribute to the ongoing discourse on enhancing educational practices and fostering positive learning environments in Montessori schools. Enhanced Educational Quality to understanding how human resource practices influence Montessori schools can lead to the implementation of more effective strategies for teacher recruitment, training, and development. This, in turn, can enhance the quality of education provided to students, fostering their holistic development.
Abstract/Notes: Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of Black students? and (3) How do Black educators define Black Genius? Data sources included a quantitative comparison of three achievement variables from 56 school districts over two cohort years (2017/2018–2021/2022), a questionnaire, and document analyses. “Groundtruthing” (Pérez Huber et al., 2018) was also used to verify the data with 23 Black educators. Findings revealed a lack of any strong correlation between the state standardized test to other, more meaningful outcomes for Black students. The study proffers three terms to frame the issue more accurately: Achievement Distortion, Connection Gap, and Black Genius. Groundtruthed by Black educators, Black Genius is defined as an intelligence that exists outside of the traditional, status quo, Western conceptualization of intelligence. Black Genius is rooted in Black community, consciousness, and our collective history, propelling Black people to achieve, persist, and make progress in the face of persistent anti-Blackness.
Montessori-Pädagogik und Bildungsreform im Schulwesen der Sekundarstufe: dargestellt am Beispiel der bischöflichen Maria-Montessori-Gesamtschule Krefeld
Gudula Meisterjahn-Knebel
(Author)
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Language: German
Published: Frankfurt am Main, Germany:
Lang, 1995
ISBN: 3-631-49023-2
Book
Maria Montessori, 1870-1952: Kind ihrer Zeit, Frau von Welt [Maria Montessori, 1870-1952: Child of her Time, Woman of the World]
Marjan Schwegman
(Author)
, Verena Kiefer (Translator)
Published: Rome, Italy:
Opera Nazionale Montessori, 2006
ISBN: 88-88227-33-4
Master's Thesis
Komunikace s předškolními dětmi v pedagogice M. Montessori (Děti s českým a jiným mateřským jazykem) / Communication with pre-school children in Montessori approach (Children with Czech and other first language)
Abstract/Notes: The goal of this thesis is to describe teachers' communication with toddlers and pre- schoolers from mono- and bilingual families in Montessori schools or schools inspired by the Montessori method. The thesis consists of two parts. The first part is theoretical and contains chapters on children's communication and communication with children, its forms and specific aspects; language and language acquisition, bilingualism, the founder of Montessori education, the Montessori education per se and communication with children according to its principles. The second part is practical and presents an analysis of the pragmatic component of teachers' communication with children through audio recordings or hand-written notes taken during participant observation. It focuses on the characteristics and specific features of teachers' communication with children in Montessori pre- schools. It includes the description of communication environment which complements the teachers' communication with children. It also contains semi-structured interviews with teachers and photographs in the attachment. / Cílem této diplomové práce je charakterizovat komunikaci učitelek s dětmi batolecího a předškolního věku z mono- i z bilingvních rodin, v zařízeních typu Montessori nebo v zařízeních touto pedagogikou inspirovaných. Diplomová práce je tvořena dvěma částmi - první, teoretickou část, představují kapitoly o komunikaci dětí a s dětmi, jejích formách a specificích, o jazyku a jeho osvojování, o bilingvismu, o zakladatelce pedagogiky Montessori a jejích metodách a o komunikaci s dětmi v tomto výchovném směru. Druhá, praktická část, prezentuje analýzu pragmatické složky komunikace učitelek s dětmi, skrze audio nahrávky či písemné záznamy komunikace ze zúčastněného pozorování. Zaměřuje se na charakteristiku a specifické rysy komunikace učitelek s dětmi v Montessori zařízeních předškolního typu. Věnuje se také popisu komunikačního prostředí, který doplňuje komunikaci učitelek s dětmi, stejně tak jako polostrukturované rozhovory s učitelkami a fotografie, jež uvádíme v příloze.
Language: Czech
Published: Prague, Czechia, 2022
Book Section
An Observational Study of the Choice and Use of Toys by Montessori and Non-Montessori Preschoolers
Jeannine Schmid
(Author)
, K. Black
(Author)
, S. Makhick
(Editor)
, J. Henner
(Editor)
Book Title: Evaluation of Educational Outcomes: Noncognitive Domains
Pages: 79-92
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Language: English
Published: New York:
American Montessori Society, 1977
Book
Maria Montessori - mit Kindern das Leben suchen: Antworten auf aktuelle pädagogische Fragen [Maria Montessori – Looking for Life with Children: Answers to Current Educational Questions]
Montessori Geography Curriculum Manual: A Hands-On Sensory-Motor Based Guide for the Montessori and Open Classroom Geared to Preschool and Elementary Grades
Ann Schifrin
(Author)
, Helen Marie Yankee (Author)
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Language: English
Published: Hemet, California:
Education System Publisher, 1988
Document
The Montessori Public Policy Intitiative: Montessori Essentials
Abstract/Notes:
An authentic Montessori school will implement a philosophical approach that is consistent with the educational methods and areas of instruction as defined by the observations, research, writings and instruction of Dr. Maria Montessori. A Montessori school must allow the child to develop naturally—children are able to learn at their own pace and follow their own individual interests, learning primarily through the hands-on use of scientifically prepared auto-didactic materials, and interacting with the environment under the guidance of a specially trained adult. A Montessori environment promotes the child’s ability to find things out independently, enabling motivation and knowledge-building through internal development rather than external teaching or rewards.
Language:
English
Published:
2015
Pedagogía social de Maria Montessori [Maria Montessori Social Pedagogy]