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Doctoral Dissertation (Ed.D.)
Comparison of the Application of Maria Montessori's Language Arts Ideas and Practices in Two Periods of Development in the United States: 1909-1921 and 1953-1963
Available from: ProQuest - Dissertations and Theses
Americas, Language acquisition, Language development, Language education, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Maria Montessori's work is intimately grounded in her detailed teaching practices and the logic of their sequence, along with their underlying ideas and values, particularly in the area of language arts. There are no studies, however, which comprehensively analyze her language arts curriculum for children from three to seven as it was applied by the practitioners who fostered, interpreted, and promoted her work in America in two periods of its popularity: 1909-1921 and 1953-1963. This lack of comprehensive analysis blurs the fundamental identity and contextual coherence of Montessori's work and obscures the significant and ongoing contribution made to American education through her language arts curriculum. An analysis of Montessori's published work and those written about her was made in order to achieve a description of her language arts curriculum for the purpose of comparing her work to that of her American sponsors. To determine how Montessori's curriculum was interpreted and applied, the literature on the history of the Montessori movement was reviewed and five leaders were identified: Ann George, Alexander Graham Bell, Clara Craig, Helen Parkhurst, and Nancy McCormick Rambusch. Their writings and other primary sources were analyzed with reference to Montessori's curriculum. In some cases interviews were conducted and Montessori classrooms were observed over an extended period of time. The analysis of the activity of the leaders, within their contemporary social and educational settings revealed how Montessori's curriculum became detached from her original experimental context and was reshaped because of lack of understanding or of agreement with the sys~ tematic purpose of her educational material in the development of language arts skills, and because of varying intentions and views on how and what children should learn. The findings of the study also contribute to existing studies on the reasons for the decline of Montessori's practices by the end of the first period, and for success in the revival of her work in the second period. In addition, conclusions contribute to the unified body of knowledge needed to thoroughly identify the Montessori educational model practiced and researched by educators.
Language: English
Published: Durham, North Carolina, 1984
Article
Effects of Montessori Education on the Academic, Cognitive, and Social Development of Disadvantaged Preschoolers: A Randomized Controlled Study in the French Public-School System
Available from: Wiley Online Library
Publication: Child Development, vol. 92, no. 5
Date: Sep/Oct 2021
Pages: 2069-2088
Academic achievement, Cognitive development, Europe, France, Montessori method of education, Montessori method of education - Evaluation, Montessori schools, Public Montessori, Social development, Western Europe, Work periods
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Abstract/Notes: Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.
Language: English
DOI: 10.1111/cdev.13575
ISSN: 0009-3920, 1467-8624
Article
Formative Education: Foundations for Character Development
Publication: NAMTA Journal, vol. 36, no. 3
Date: 2011
Pages: 197-217
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Social and Moral Development: Importance of the Family
Publication: NAMTA Journal, vol. 30, no. 1
Date: 2005
Pages: 43–58
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
The Context of Optimal Experience and Development of the Child in Montessori Education / 몬테소리 교육학에서 아동의 발달과 적정경험맥락
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 10
Date: 2005
Pages: 125-140
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Language: Korean
ISSN: 1226-9417
The Origin and Development of Democracy in Education in Time Perspective
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Abstract/Notes: In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomesbased education and learning approach is also examined. The educationists are inter alia: (1) Plato (427-347 BC); (2) Marcus Fabius Quintilian (35-100 AD); (3) Aurelius Augustine (354-430 AD); (4) Desiderius Erasmus (1466-1536 AD); (5) John Amos Comenius (1592-1670); (6) John Locke (1632-1704); (7) Jean Jacques Rousseau (1712-1778); (8) Maria Montessori (1870-1952); (9) John Dewey (1859-1952); (10) Paulo Freire (1912- ). It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa.
Language: English
Published: Pretoria, South Africa, 2000
Book Section
The Biology of Developmental Learning ([San Francisco, Panama Pacific International Exposition] Lecture 12: 1 September 1915)
Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori
Pages: 160-167
Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-1-85109-296-3
Series: The Montessori Series , 15
Book Section
The Human Senses and the Psychic Development of the Child ([San Francisco, Panama Pacific International Exposition] Lecture 20: 20 September 1915)
Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori
Pages: 224-232
Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-1-85109-296-3
Series: The Montessori Series , 15
Book Section
The Manipulative Materials in Relation to the Child's Psychic Development ([San Francisco, Panama Pacific International Exposition] Lecture 11: 26 August 1915)
Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori
Pages: 148-159
Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-1-85109-296-3
Series: The Montessori Series , 15
Book Section
The Psychic Development of the Child Parallels the Physical ([San Francisco, Panama Pacific International Exposition] Lecture 6: 13 August 1915)
Book Title: The California Lectures of Maria Montessori, 1915: Collected Speeches and Writings by Maria Montessori
Pages: 92-100
Americas, International Montessori Training Course (3rd [course 2], San Francisco, USA, August – November 1915), Maria Montessori - Biographic sources, Maria Montessori - Writings, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, North America, Panama-Pacific International Exposition (1915, San Francisco, California), Teacher training, United States of America
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Language: English
Published: Amsterdam, The Netherlands: Montessori-Pierson Publishing Company, 2018
ISBN: 978-1-85109-296-3
Series: The Montessori Series , 15