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Article
Making Sense of Montessori Teacher Identity, Montessori Pedagogy, and Educational Policies in Public Schools
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 9, no. 1
Date: 2023
Pages: 1-15
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Abstract/Notes: Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick’s sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers’ identity plays a crucial role in how, or if, they respond to educational policies that may not seemingly align with the Montessori Method. The overarching purpose of this study was to understand Montessori public school teachers’ experiences with policies that influence their pedagogy. Through qualitative interviews and a culminating group-level assessment session, three themes emerged as teachers shared their experiences with educational policies: (a) Montessori pedagogy is more than the materials, (b) districts often force district-wide requirements that are at odds with the Montessori pedagogy, and (c) Montessori teachers in public schools do not feel supported. This article concludes with a discussion of how to better support Montessori teachers in public school settings based on the study’s findings.
Language: English
ISSN: 2378-3923
Book
Standard Operating Procedure for a Montessori School: A Guideline for Operating Montessori Schools
Americas, Classroom environments, Montessori method of education, Montessori schools, North America, Prepared environment, United States of America
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Language: English
Published: New York, New York: American Montessori Society, 1971
Edition: 5th ed.
Book
Schools of To-morrow
Available from: Google Books
Americas, Evelyn Dewey - Philosophy, Evelyn Dewey - Writings, John Dewey - Philosophy, John Dewey - Writings, Montessori method of education - Criticism, interpretation, etc., North America, Progressive education - Criticism, interpretation, etc., United States of America
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Abstract/Notes: Discusses Montessori schools within the United States in the early 20th Century.
Language: English
Published: New York, New York: E. P. Dutton, 1915
Book Section
Le scuole Montessori a Ceylon [Montessori schools in Ceylon]
Book Title: Maria Montessori cittadina del mondo [Maria Montessori, citizen of the world]
Pages: 283-286
Asia, Ceylon, Conferences, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), Lena Wikramaratne - Speeches, addresses, etc., Lena Wikramaratne - Writings, South Asia, Sri Lanka
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Abstract/Notes: Dal volume degli Atti dell'VIII Congresso Internazionale Montessori, svoltosi a S. Remo dal 22 al 29 agosto 1949 sul tema: "La formazione dell'uomo nella ricostruzione mondiale", edizione "Opera Montessori", Roma 1950, riportiamo la relazione della signorina Lina Wikramaratne, rappresentante dell'Associazione Internazionale Montessori di Ceylon (India). [From the volume of the Proceedings of the VIII Montessori International Congress, held in San Remo from 22 to 29 August 1949 on the theme: "The formation of man in world reconstruction", "Opera Montessori" edition, Rome 1950, we report the report of the young lady Lina Wikramaratne, representative of the Association Montessori Internationale of Ceylon (India).]
Language: Italian
Published: Roma, Italy: Comitato italiano dell'OMEP, 1967
Article
Aligning Montessori Schools with 'True' Montessori Essentials
Publication: NAMTA Journal, vol. 28, no. 1
Date: 2003
Pages: 1-5
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Describes evolution of the Montessori perspective as Montessori adolescent programs attempt to reinforce the elementary and early childhood stages. Asserts that although development of these programs is experimental and undefined, a crystallization point around the whole of Montessori may occur amid diverse implementation. Asserts that Montessori principles rest in life principles and that the Montessori community must realign its schools to the fundamental service and rhythm of all life. (Author/KB)
Language: English
ISSN: 1522-9734
Article
Nature Engagement and Students' Attention and Experience in School: A Proposal for New Research in Montessori Schools
Publication: NAMTA Bulletin
Date: May 2007
Pages: 1-5
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
Article
The Place of Reading Recovery in Montessori Schools
Publication: NAMTA Journal, vol. 20, no. 1
Date: Winter 1995
Pages: 68-84
Early childhood education, Literacy, Mary Maher Boehnlein - Writings, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Reading, Writing
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Abstract/Notes: Discusses the Reading Recovery, whole-language, and Montessori approaches to the teaching of reading, suggesting the use of the reading recovery approach for those children who experience difficulty reading and writing in a Montessori classroom. Notes that Reading Recovery emphasizes writing to generate meaning, focusing on children constructing their own sentences.
Language: English
ISSN: 1522-9734
Article
Milwaukee: Ten Constructive and Influential Years, 1976-1986, a Montessori Program in the Public Schools
Publication: NAMTA Journal, vol. 12, no. 2
Date: 1987
Pages: 32–36
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Parents' Perceptions: The Transition of Public School Montessori Students into Traditional Middle Schools
Publication: NAMTA Journal, vol. 16, no. 3
Date: Summer 1991
Pages: 87–97
Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals, Parent attitudes, Perceptions, Public Montessori
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Language: English
ISSN: 1522-9734
Article
Growing Schools for Human Growth
Publication: NAMTA Journal, vol. 22, no. 1
Date: 1997
Pages: 158-174
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Abstract/Notes: Examines the need for a unique administrative philosophy recognizing the dynamics of institutional growth and the personal evolution of Montessori teachers. Argues that the development of Montessori schools occurs in discrete stages; that development is interactive, incorporating elements of freedom, initiative, independence, and self-regulation; and that development is integrated, approaching normalization. (KDFB)
Language: English
ISSN: 1522-9734