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Article
Une expérience Montessori en France
Publication: L'Éducation
Date: 1933
Pages: 25-28
Europe, France, Hélène Lubienska de Lenval - Writings, Western Europe
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Language: French
Doctoral Dissertation
Examining Montessori Middle School Through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents
Available from: University of California eScholarship
Self-determination, Self-determination theory
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Abstract/Notes: Montessori education was developed over a century ago. Dr. Montessori and her followers designed learning environments to meet the academic, social and psychological needs of students from eighteen months to eighteen years old. Within her writings and books, Dr. Montessori described strategies and structures that support autonomy, competence and relatedness. These same supports are found within Self-determination Theory (SDT) literature. Research points towards a link between satisfaction of the basic needs for autonomy, competence, and relatedness and increased resilience, goal achievement, and feelings of well-being. . This study examined the influence of enrollment on the development of self- determination in a Montessori middle school which is intentionally created to support the development of autonomy, competence, and relatedness on adolescents. Bounded by self-determination, critical, and student voice theory, this research was designed to give voice to the most important stakeholders in education, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education. Based on the analysis of narrative, the major themes which represented all participants in all cycles were indicators of the importance of autonomy and relatedness. Two themes, "choose type of work", "choose order of tasks" illustrate the importance of autonomy to this group of students. The last major theme, "help me stay on top of things" highlighted the importance of relatedness to the study group. From these themes implications for middle level educators, educational leaders and future researchers were developed. Participants in the study voiced strong opinions about practices which supported autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student- centered learning environment. Educational leaders can support this shift through providing staff development and planning time. Future research suggested by this study include studies which could further examine a possible link between relatedness support and student achievement and studies designed to capture the voices of students with a low measured SDT
Language: English
Published: San Diego, California, 2013
Article
A New Vision (re experience of AMI students)
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1999, no. 1
Date: 1999
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Language: English
ISSN: 0519-0959
Article
Society Training: A Practical Experience
Publication: Montessori Observer, vol. 6, no. 6
Date: Sep 1985
Pages: 1, 4
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Language: English
ISSN: 0889-5643
Article
My Experiences at Montessori Bal-Nilaya [Calcutta] or To Mothers from a Mother
Publication: Around the Child, vol. 12
Date: 1968
Pages: 67-70
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Language: English
ISSN: 0571-1142
Article
My Great Experience (A Higher Secondary School Student Helps in a Montessori House of Children)
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Around the Child, vol. 7
Date: 1962
Pages: 33-35
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Abstract/Notes: Reproduced by courtesy from the "Mitteilungen der Deutschen Montessori Gesellschaft" Jan 1961.
Language: English
ISSN: 0571-1142
Article
Creating a Context for Flow: The Importance of Personal Insight and Experience
Publication: AMI Journal (2013-), vol. 2014-2015
Date: 2014/2015
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Abstract/Notes: Kevin Rathunde maintains that the success of those creating “optimal” learning environments is more likely when adults working with children understand flow as a result of experiencing it in their own lives. This perspective is consistent with Montessori’s views on normalization and deep concentration of the child.
Language: English
ISSN: 2215-1249, 2772-7319
Article
Orientation Towards Multilingualism in Class: A Montessori Experience
Publication: AMI Journal (2013-), vol. 2014-2015
Date: 2014/2015
Pages: 87-92
Classroom environments, Montessori method of education, Montessori schools, Multilingualism
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Abstract/Notes: Federico Gobbo reports on a project carried out at the Scuola Montessori Milano by nine year-old pupils as they grew interested in languages and linguistics, particularly in how languages function and behave in particular.
Language: English
ISSN: 2215-1249, 2772-7319
Article
The Pottery Class [reflections by two EAA members' children on experience at EAA conference in Mexico]
Publication: AMI Elementary Alumni Association Newsletter, vol. 28, no. 1
Date: 1995
Pages: 3
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Language: English
Master's Thesis (Action Research Report)
Impacts of Early Childhood Professional Development on Educator Practice and Subsequent Student Experience in the Outdoor Environment
Available from: St. Catherine University
Action research, Montessori method of education
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Abstract/Notes: The purpose of this project was to study the impact of professional development on early childhood educator practice and its subsequent effects on toddlers’ experiences with Risky Play in the outdoor environment. The setting of this project was a toddler classroom within a Montessori school in Missouri. The population for this action research study was three adult assistant guides with varying levels of experience with Montessori and early childhood education and 10 students in a Montessori toddler classroom between the ages of 17 and 32 months. The intervention consisted of a professional development workshop related to Montessori philosophy and benefits of outdoor Risky Play paired with daily reflective journaling. Data collection included my observations, participant journals, interviews, and an attitude scale. As a result of the study, adult participants intervened with children’s play less often and in more constructive ways, and children had more positive experiences in the outdoor environment. In response to this study, future actions include implementing a classroom culture of continued coaching and reflection.
Language: English
Published: St. Paul, Minnesota, 2021