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Book
Directory of Montessori Classes and Montessori Teachers in the United States
Available from: Google Books
Americas, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori schools, National Montessori Promotion Fund, North America, Teacher training, Teachers, United States of America
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Abstract/Notes: Includes an index of: (1) individuals who participated in Montessori training courses in 1913, 1914, and 1915; (2) Montessori schools or classes located across the United States.
Language: English
Published: New York, New York: National Montessori Promotion Fund, 1916
Book
Montessori Teacher's Manual
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Language: English
Published: New York, New York: American Montessori Society, 1968
Book
Male Early Childhood Montessori Teachers: Why They Chose to Teach
Available from: ERIC
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Language: English
Published: New York, New York: Anthony Santiago, 1999
Article
Teacher's Trip to Help Refugees
Available from: The Royal Gazette
Publication: The Royal Gazette (Hamilton, Bermuda)
Date: Sep 22, 2016
Displaced communities, Jordan, Middle East, Montessori method of education, Refugees, Syria, Turkey, Western Asia
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Language: English
Doctoral Dissertation (Ed.D.)
What Happens When Veteran and Beginner Teachers' Life Histories Intersect with High-Stakes Testing and What Does It Mean for Learners and Teaching Practice: The Making of a Culture of Fear
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This qualitative study explored the phenomenon of what happened as Florida's high-stakes accountability system intersected with a beginning and veteran teachers' life histories and different stocks of lifeworldly knowledge at demographically different lifeworld communities. Habermas' (1987) theory of communicative action was used as the theoretical framework to explore what the teachers' responses meant for learners and teaching practice. The research purpose of this study (emphasizing an interpretive approach) sought to gain insights and understandings regarding the phenomenon specifically. The practical purpose (according to critical theory) was to then use the insights gained (enlightenment) in order to contemplate the kinds of steering media and mechanisms needed to support teaching practice (emancipation) that can best satisfy the system (accountability) rationale to increase educational opportunities for all learners regardless of need. Three overarching themes central to learners and teaching practice emerged from the data obtained from interviews, classroom observations, and student products: (a) the greater the lifeworld needs of the school community (e.g., high mobility rate, low socio-economic status) the greater the response in terms of instructional and curricular accommodations designed to increase FCAT test scores; (b) the greater the colonization of the lifeworld perspective by Florida's accountability system rationale, the greater the likelihood that various social actors experienced fear in relation to FCAT; and (c) school reform efforts both past and present (including Florida's high-stakes accountability system) have consistently resulted in less educational opportunity for those learners who need it the most.
Language: English
Published: Cedar Falls, Iowa, 2007
Doctoral Dissertation (Ed.D.)
Communication and Collaboration Across Student Support Teams and Montessori Classroom Teachers
Available from: Northeastern University Libraries
Collaboration, Montessori method of education - Teachers, Montessori schools, Teachers, Teachers' assistants
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Abstract/Notes: Communication and collaboration between classroom teachers and student support teachers are critical in supporting student outcomes, and effective and productive lifelong relationships. The purpose of this action research study was to investigate the current process of obtaining student support at a Montessori school to improve the communication and collaboration between classroom teachers and student support teachers to and strengthen and clarify the process and to better support one another as educators who use two different methodologies of instruction to support students struggling with academic or social-emotional issues in the classroom. Participants and data collected in Cycle 1 consisted of interviews with classroom teachers, student support teachers, and school administrators. Additionally, a document review of current resources and forms used at the research site were analyzed. Action steps including the creation of new materials and training. Cycle 2 launched a co-created framework for scaffolding the communication between classroom and their student support team partners outside of the classroom. Findings included a desire to collaborate, a need for support and training, and the necessity of systems and structures in the institution that can exist regardless of faculty and staff turnover. Implications for the organization included opportunities to re-engage teachers with professional development, training, and structure to support their work with students and each other.
Language: English
Published: Boston, Massachusetts, 2023
Article
The Level of Using the Montessori Curriculum by Teachers of Students with Intellectual Disabilities / O Nível de Utilização do Currículo Montessori por Professores de Alunos com Deficiência Intelectual
Available from: Universidade Católica de Petrópolis
Publication: Synesis, vol. 15, no. 2
Date: Apr-Jun 2023
Pages: 338-356
Children with disabilities, Curricula, Developmental disabilities, Developmentally disabled children, Developmentally disabled youth, Intellectual disability, Montessori method of education, Teachers
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Abstract/Notes: This study aims to identify the level of use of the Montessori curriculum by teachers of students with intellectual disabilities (ID) in elementary schools. It also aims to reveal whether there are statistically significant differences in the level of use of the Montessori curriculum by teachers according to the variables of gender, level of education, years of experience, and training they received. The study sample consisted of 304 teachers of students with ID in elementary schools in Riyadh. The results showed that teachers of students with ID use the Montessori curriculum with a low degree. The results showed there were statistically significant differences in the responses of the study sample according to the teachers’ education levels and the number of training courses. These differences favored the study sample individuals with a higher level of education and individuals with more training courses. On the other hand, the results showed no statistically significant differences in the responses of the study sample about using the Montessori curriculum based on the teacher’s experience or gender. / Este estudo tem como objetivo identificar o nível de utilização do currículo Montessori por professores de alunos com deficiência intelectual (DI) no ensino fundamental. Pretende ainda revelar se existem diferenças estatisticamente significativas no nível de utilização do currículo Montessori pelos professores segundo as variáveis género, nível de escolaridade, anos de experiência e formação recebida. A amostra do estudo consistiu de 304 professores de alunos com DI em escolas primárias em Riad. Os resultados mostraram que os professores de alunos com DI utilizam o currículo Montessori com baixa titulação. Os resultados mostraram que houve diferenças estatisticamente significativas nas respostas da amostra do estudo de acordo com o nível de escolaridade dos professores e o número de cursos de formação. Essas diferenças favoreceram na amostra do estudo indivíduos com maior nível de escolaridade e indivíduos com mais cursos de formação. Por outro lado, os resultados não mostraram diferenças estatisticamente significativas nas respostas da amostra do estudo sobre o uso do currículo Montessori com base na experiência ou gênero do professor.
Language: English
ISSN: 1984-6754
Doctoral Dissertation (Ph.D.)
Mathura Nagar ke Montessori School ki Shikshikaon ki Bhoomika evam Prastithi ka Samajshastritya Adhyayan [Sociological study of the role and status of teachers of Montessori school in Mathura city]
Available from: Shodhganga: Indian Theses
Asia, India, Montessori method of education - Teachers, Montessori schools, South Asia, Teachers
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Language: Hindi
Published: Agra, India, 2001
Thesis
Autism in Early Childhood Education Montessori Environments: Parents' and Teachers' Perspectives
Available from: Auckland University of Technology - Institutional Repository
Australasia, Australia and New Zealand, Autism, Autism in children, Children with disabilities, Montessori method of education, New Zealand, Oceania, Parent and child, Parent-teacher relationships, Special education, Teacher-student relationships
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Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.
Language: English
Published: Auckland, New Zealand, 2015
Book Section
La formazione delle insegnanti montessoriane delle Case dei Bambini [The training of Montessori teachers of the Children's Homes]
Book Title: Valore educativo e sociale della scuola materna: atti [Educational and social value of the nursery school: proceedings]
Pages: 87-92
Conferences, Montessori method of education - Criticism, interpretation, etc., Trainings
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Language: Italian
Published: Roma, Italy: Vita dell'infanzia, 1963