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Article
The Montessori Bibliography Online: A Resource for the Global Montessori Community
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 8, no. 1
Date: 2022
Pages: 1-12
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Abstract/Notes: The Montessori Bibliography Online (MBO) makes information about Montessori education and the Montessori movement more accessible through an online interface that includes links to digitized source materials. Historically, Montessori bibliographies and indexes have been published in physical form and include references to other sources, but a direct link is absent. This database builds on previously compiled indexes to consolidate citations into a comprehensive repository with an intuitive user interface and a robust search capability. Additionally, the MBO provides hyperlinks to digitized source material. Although this type of tool is not unprecedented in the larger research and educational landscape, it is novel within the domain of Montessori education. This methodological essay discusses the steps I took to compile and develop the MBO. Beginning with a review of the literature and legal matters, the discussion describes the methods and processes employed. It concludes by outlining future directions for the MBO. The MBO is accessible at https://montessoribib.ku.edu.
Language: English
ISSN: 2378-3923
Article
Moral Beginnings: The Just Community in Montessori Pre‐Schools
Available from: Taylor and Francis Online
Publication: Journal of Moral Education, vol. 11, no. 1
Date: 1981
Pages: 41-46
Ethics, Grace and courtesy, Montessori method of education
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Abstract/Notes: Kohlberg's concept of a just community has been instituted, in varying degrees and at various levels, from the early elementary years upward. It is argued here that, although pre‐school children are developmentally unprepared for the in‐depth classroom discussions and reasoning called for by Kohlbergian theory, they are nevertheless capable of creating a just community in simplified, or embryonic, form. It is further argued that this pre‐school concept has been in existence since Maria Montessori established her first Children's House. A comparison of the Kohlberg and Montessori models is made showing their compatibility in both theory and practice. Further analysis shows that developmentally the two work well as a sequence for children's moral growth.
Language: English
ISSN: 0305-7240
Article
Supporting the Montessori Community
Publication: Montessori Observer, vol. 1, no. 3
Date: Apr 1980
Pages: 2
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Language: English
ISSN: 0889-5643
Article
From Holland to Hamburg: The Experimental and Community Schools of Hamburg Seen Through the Eyes of Dutch Observers (1919–1933)
Available from: Taylor and Francis Online
Publication: Paedagogica Historica: International Journal of the History of Education, vol. 50, no. 5
Date: 2014
Pages: 615-630
Europe, Germany, Holland, Netherlands, New Education Fellowship, New Education Movement, Theosophical Society, Theosophy, Western Europe
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Abstract/Notes: In the period 1919–1933 the experimental and community schools in Hamburg tried to put into practice a new model of schooling without a set curriculum that was based on providing a considerable amount of freedom for pupils and teachers. These experiences were introduced in the Netherlands by way of magazines published by the New Education Fellowship (NEF) or Dutch journals edited by educationalists and university professors. The Hamburg schools were also visited by Christian Anarchist teachers who were connected with new schools in the Netherlands and who already had experimented with new ways of life in small communities. In this article we describe their experiences in Hamburg. Their observation reports would not trigger a growing interest in a social community type of schooling; in general Dutch teachers, even the socialist ones, did not change their preference for the traditional classroom system of education. More individualistic methods from Montessori and Parkhurst (Dalton Plan), supported by university professors and inspectors of education, were considered to have more potential for changing the classroom system from within.
Language: English
DOI: 10.1080/00309230.2014.927513
ISSN: 0030-9230, 1477-674X
Article
Implementing Fitness and Nutrition Education in Urban, Underserved, Community-Based Montessori Schools: Challenges and Lessons Learned
Available from: Project MUSE
Publication: Progress in Community Health Partnerships: Research, Education, and Action, vol. 16, no. 3
Date: 2022
Pages: 339-348
Americas, Lumin Education, Montessori method of education, Montessori schools, North America, Nutrition education, Physical education for children, United States of America
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Abstract/Notes: Background: Few studies have discussed school-based health programs in Montessori education. Lumin has a network of Montessori elementary schools serving mainly lower income families in Dallas, Texas. Since 2015, our medical school has partnered with Lumin to design and implement fitness and nutrition curricula adherent to Montessori principles., Objectives: To describe a novel Montessori school-based health program and determine avenues for improvement based on lessons learned., Methods: Led by medical students with guidance from faculty mentors, the program was developed collaboratively with Lumin leaders based on a critical need in their community and shaped with results from a cross-sectional health needs assessment among Lumin families. Data were collected to measure the impact of the program and a program evaluation was conducted after 5 years of operation to explore curriculum refinement., Results and Lessons Learned: The greatest challenges were recruitment of student volunteers, scheduling and coordination, and garnering community interest for secondary activities (e.g., health fairs)., Conclusions: Despite challenges, this partnership has resulted in a successful program that relies on faculty and student volunteers, incorporates community-based participatory research and service learning concepts, and follows Montessori principles.
Language: English
ISSN: 1557-055X
Article
Nurturing a Democratic Community in the Classroom
Available from: Springer Link
Publication: Studies in Philosophy and Education, vol. 30, no. 5
Date: 2011
Pages: 491-497
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Abstract/Notes: Thayer-Bacon tells her story in a conversational tone that traces her personal and professional roots as she describes various chapters of her life: first as a philosopher, how she became involved in education, and then how that involvement became a career as a philosopher of education, in a large teacher education program, and now at a research institution. She sketches her philosophical contributions, as a pragmatist, feminist, postmodernist, and cultural studies scholar, to philosophy, philosophy of education, and education.
Language: English
DOI: 10.1007/s11217-011-9241-z
ISSN: 1573-191X, 0039-3746
Article
Organizing the Local Montessori Community
Publication: Montessori Observer, vol. 7, no. 2
Date: Mar 1986
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
Two Schools Decline Charter Offers [The Montessori Community School, Wilmington, Delaware; Mountain Pathways Montessori, Boone, North Carolina]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 10, no. 1
Date: Fall 1997
Pages: 30
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Language: English
ISSN: 1071-6246
Article
Community Action Plans for Social Justice Advocacy: Leveraging the Relationship Between Awareness and Action
Available from: Wiley Online Library
Publication: TESOL Journal, vol. 11, no. 4
Date: 2020
Pages: e552
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Abstract/Notes: Supporting multilingual learners’ access to equitable and socially just language education requires more from teachers than a critical stance and language awareness. Teachers of multilingual students must understand how their awareness and ideologies drive their actions and how their actions can generate new awareness both inside the classroom in pedagogical choices and outside the classroom in interactions with families and community partners. To aid teachers in moving through cycles of applying awareness to action, the authors designed the Community Action Plan (CAP) assignment for a family and community engagement course. This article outlines the components of the course curriculum and the conceptual framework that guided its design. The authors also provide a case study of how one novice teacher, Katrina (co-author), navigated the curriculum. They offer suggestions for how language teacher educators might guide in-service and preservice teachers to implement CAPs of various types to promote socially just language education for and with K–12 learners.
Language: English
DOI: 10.1002/tesj.552
ISSN: 1949-3533
Article
To the Montessori Community
Publication: Montessori International, vol. 79
Date: Apr 2006
Pages: 2
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Language: English
ISSN: 1470-8647