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1655 results

Article

Montessori in Champaign-Urbana [Montessori School of Champaign-Urbana, Illinois]

Publication: Montessori Observer, vol. 4, no. 8

Pages: 1, 4

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Language: English

ISSN: 0889-5643

Article

Satzungen der Deutschen Montessori-Gesellschaft Ortsgruppe Berlin E.V. [Statutes of the German Montessori Society, local group Berlin E.V.

Publication: Montessori-Nachrichten

Pages: 3-7

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Language: German

Article

Company Notes: Montessori Solutions, Montessori Educational Computer Systems

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 11, no. 1

Pages: 30

Public Montessori

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Language: English

ISSN: 1071-6246

Book Section

Erziehung des Kleinkindes nach den Gendanken der Maria Montessori (Montessori-Methode) (1923)

Book Title: Montessori-Pädagogik

Pages: 112-117

Clara Grunwald - Writings, Maria Montessori - Philosophy, Montessori method of education

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Language: German

Published: Baltmannsweiler, Germany: Schneider-Verlag Hohengehren, 2005

Edition: 2nd corrected and revised ed.

ISBN: 3-89676-949-9 978-3-89676-949-7

Series: Reformpädagogische Schulkonzepte , 4

Article

✓ Peer Reviewed

Global Diffusion of Montessori Schools: A Report From the 2022 Global Montessori Census

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 8, no. 2

Pages: 1-15

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Abstract/Notes: Montessori education is distinct for its implementation in 154 countries around the world. Lacking a Montessori trademark or comprehensive overseeing body, the expansion of the Montessori approach has often been diffuse and fragmented among competing organizations. The absence of centralized, accurate, and consistent accounting has made it difficult to document the scope, growth trends, and diverse populations of students served in Montessori schools. The primary objective of this study was to gather evidence to support a robust estimate of the number of Montessori schools worldwide. This estimate relies on national and regional organizations’ broadest definitions of what constitutes a Montessori program. The study included two components: a survey of regional and national Montessori organizations and supplemental sources, including other published estimates and direct inquiries within key countries. Multiple sources allowed for triangulating data to reach a more confident estimate for the number of schools in each country and for synthesizing global perspectives on significant elements of Montessori fidelity worldwide. Through these sources, we document a total of 15,763 Montessori schools around the globe, roughly 9% of which are government funded. Countries with the largest number of Montessori schools are the United States, China, Thailand, Germany, Canada, and Tanzania; the United States, Thailand, the Netherlands, and India have the largest number of government-funded or public Montessori programs. Results of the fidelity analysis identified six practices that emerge consistently as central pillars of Montessori implementation.

Language: English

ISSN: 2378-3923

Article

Maria Montessori und die zeitgenössische Pädagogik: (bericht über den 11. Internationalen Montessori-Kongress in Rom)

Publication: Mitteilungen der deutschen Montessori-Gesellschaft e. V., vol. 5, no. 4

Pages: 1-2

Conferences, International Montessori Congress (11th, Rome, Italy, 26-28 September 1957)

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Language: German

Book Section

Die Montessori-Organisationen und die Schweiz [The Montessori Organizations and Switzerland]

Book Title: Hundert Jahre Montessori-Pädagogik, 1907-2007: Eine Chronik der Montessori-Pädagogik in der Schweiz [One Hundred Years of Montessori Education, 1907-2007: A Chronicle of Montessori Education in Switzerland]

Pages: 199-238

Elisabeth Rotten - Biographic sources, Europe, Jean Piaget - Biographic sources, Montessori movement, Montessori organizations - Switzerland, Switzerland, Western Europe

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Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Master's Thesis

Virtualizing Montessori: Experiences of Teachers Working in a Fully Remote Montessori Preschool

Available from: DiVA Portal

Montessori method of education - Teachers, Montessori schools

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Abstract/Notes: Virtual preschool seems to contradict the Montessori Method, a hands-on, sensorial-based early childhood curriculum. However, many virtual Montessori schools, borne out of the temporary need for isolation due to the Covid-19 pandemic, seek to continue this new implementation of Montessori education permanently. This qualitative study examined how eight preschool teachers in one US-based virtual Montessori program described how they made sense of implementing the Montessori curriculum in an online setting, how they understood the academic and social experiences of their preschool students, and what advantages and disadvantages they perceived for children in the enactment of Montessori education in the virtual format. Using a thematic analysis, this study found that teachers described many adaptations to Montessori education in the virtual format, including to the materials and to the class structure. They felt that their offerings generally met the academic and social needs of their students, while staying as true to the Montessori Method as possible. Teachers found various advantages in the enactment of virtual Montessori school, including the potential to reach children and families who would otherwise not have access to Montessori education in their local communities. Teachers also found various disadvantages, including the uncertainty of the future of the program, and the interference of the screen in a child’s path towards deep concentration, and did not feel that virtual Montessori preschool was an adequate stand-alone replacement for in-person Montessori preschool. Further research is needed on the effectiveness of other virtual Montessori preschools, on the experiences of children completing a full three-year cycle in the virtual Montessori Children’s House program, and on the academic and social readiness of children emerging from virtual Montessori preschool programs for both in-person Montessori and traditional elementary school.

Language: English

Published: Linköping, Sweden, 2022

Doctoral Dissertation

Adaptación, ansiedad y autoestima en niños: comparación entre escuelas tradicional y Montessori [Adaptation, anxiety and self-esteem in children: comparison between traditional and Montessori schools]

Available from: Universidad de las Américas Puebla - Institutional Repository

Americas, Child development, Comparative education, Latin America and the Caribbean, Mexico, Montessori method of education, Normalization, Wellbeing

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Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010

Book Section

Uit de lezing van Dr. Montessori: gehouden in de Universiteit van Keulen, 14 Januari 1931 [From the lecture by Dr. Montessori: Held at the University of Cologne, Jan 14. 1931]

Available from: Delpher - Nationale Bibliotheek van Nederland

Book Title: Tien Jaren Montessori Onderwijs

Pages: 26-29

Maria Montessori - Speeches, addresses, etc., Maria Montessori - Writings

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Language: Dutch

Published: [Amsterdam, The Netherlands]: Vereeniging de Amsterdamsche Montessorischool, 1931

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