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434 results

Article

The Freeing of 'Otello the Terrible': A Montessori Story Embodying the Great Italian Teacher's Basic Message to American Mothers - 'Free Your Child'

Available from: HathiTrust

Publication: Delineator, vol. 83, no. 4

Pages: 14

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Language: English

Article

Montessori in South America

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1957, no. 3/4

Pages: 19–20

Agustin Nieto Caballero - Biographic sources, Americas, Argentina, Chile, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education - History, South America

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Language: English

ISSN: 0519-0959

Article

Latin American Montessori Bilingual Public Charter School, Washington, D.C., Hickok Cole

Available from: US Modernist Library

Publication: Architectural Record, vol. 198, no. 1

Pages: 98-99

Americas, Architecture, Bilingualism, Latin American community, North America, United States of America

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Language: English

ISSN: 0003-858X, 2470-1513

Doctoral Dissertation

The Montessori Elementary Curriculum Content and the Corresponding American Curriculum: A Cross-Cultural Study

Available from: ProQuest - Dissertations and Theses

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Language: English

Published: Washington, D.C., 1958

Article

American History Panel Presentation

Publication: AMI Elementary Alumni Association Newsletter, vol. 26, no. 1

Pages: 3–5

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Language: English

Article

Progressive Schools in Latin America

Available from: Internet Archive

Publication: Bulletin of the Pan American Union, vol. 62, no. 5

Pages: 453-467

Americas, Colombia, Gimnasio Moderno (Bogota, Colombia), Latin America and the Caribbean, Montessori method of education, South America

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Abstract/Notes: Discusses Gimnasio Moderno in Bogota, Colombia and their progressive educational model which consists of a combination of pedagogies, including Montessori.

Language: English

ISSN: 2332-9424

Master's Thesis (Action Research Report)

Self-Efficacy: A First-Generation American Educator Teaching in a Culturally Diverse Montessori Classroom

Available from: St. Catherine University

Action research

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Abstract/Notes: This action research project investigated my teacher efficacy in a multicultural classroom with children ages 3 to 6. This was a self-study that I started during my first year of teaching in a private school in downtown Chicago. As a first generation American, I was the only participant. Throughout the four-week study, I responded to journal prompts where I reflected on daily readings of anti-bias literature and my past schooling experiences. I measured my teacher efficacy and confidence levels through weekly attitude scales and pre and post self-assessments. My emotions were tracked with tally sheets. The data showed an increase in positive emotions vs. negative emotions, higher confidence levels in teaching, and growth in confronting bias and engaging in discussions about anti-bias education. This study recommends further engagement in anti-bias media and taking the time to reflect before making decisions in my work as a teacher.

Language: English

Published: St. Paul, Minnesota, 2020

Master's Thesis (Action Research Report)

You Don’t Need to Speak to be Heard: The Effects of Using American Sign Language with Hearing Lower Elementary Montessori Children

Available from: St. Catherine University

Action research, American Sign Language (ASL), Language acquisition, Lower elementary, Montessori method of education

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Abstract/Notes: Our research introduced the use of ASL signs with hearing elementary children and examined if this intervention affected the noise level produced in the classroom. The project was performed in two Montessori lower elementary classrooms (1st-3rd grade); one at a Maine private Montessori school, with 28 hearing children, and one at a Wisconsin public Montessori school, with 34 hearing children. In Wisconsin the researcher was a teacher in the classroom, in Maine the researcher was not. Data was measured using four tools: a decibel measuring app, observation form, tally sheet, and a structured discussion. In both classrooms, the change in noise level was minimal, decreasing by 2% overall. Qualitative results, however, indicate the project was worthwhile. The children responded positively to instructions given using ASL and their enthusiasm of learning signs justified the intervention. The intervention granted the children opportunities to discuss exceptionalities. We recognized the importance in such conversations and encouraged this dialogue.

Language: English

Published: St. Paul, Minnesota, 2019

Doctoral Dissertation (Ph.D.)

Emergent Voices from an Orphanage School in Belize, Central America

Available from: ProQuest - Dissertations and Theses

Americas, Belize, Central America, Early childhood education

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Abstract/Notes: An attempt is made in this study to gain a better understanding of a non-traditional early learning program in an orphanage school setting, located in Ladyville, Belize, Central America. The teaching staff of Liberty Children‘s Home (LCH) and Learning Centre (LLC) discovered innovative and strategic ways to differentiate traditional academic ways of early learning. The teaching approaches emulate a theoretical social-constructivist theory, implementing methodologies from Pikler, Montessori and Reggio Emilia. In 1996, a comprehensive literacy survey was conducted in Belize that indicated the functional literacy rate to be approximately 40 percent (Cornerstone, 2007). In addition, it is estimated one person in four in developing countries are illiterate (Terryn, 2006). This research site was approved and supported through Liberty Foundation, Ltd., charity of London, England and the Research Ethics Board (REB) from the University of Windsor, Ontario, Canada. This 17-week qualitative grounded theory (Glaser, 1997) study was conducted on site at LCH and LLC. Responses from the students and staff were documented and interpreted utilizing various anecdotal and observation field notes, journals, interviews, audio/DVD/video recordings and photography. The students and staff responded to the Belizean ways of implementing early learning curricula in the natural learning environment. The grounded theory study offers a rich description of cultural responses that extend early childhood education further from an institutionalized and international point of view.

Language: English

Published: Windsor, Ontario, Canada, 2010

Doctoral Dissertation

Where Have All the Children Gone? A Case Study of Three American Preschools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: In sociological investigation, Weber (1968) believes that concrete historical events can be interpreted in terms of social action. These patterns of action differ from historical accounts, which explore the importance of causal explanation of individual events. Entwistle and Alexander (1993) contend that sociologists of education have paid little attention to patterns of class interaction and inequality in preschools. Adding to Hartley's (1993) work on nursery schools in Scotland, and using an organizational model with a sociohistorical standpoint, this ethnographic case study helps to bridge that gap by concentrating on the historical and ecological contexts of (1) a Laboratory school; (2) a Montessori school; and, (3) a Head Start center. The central problem of the study seeks an answer to the question "If inequalities in preschools exist, what do they look like?" This study assumes that historically educational systems have exerted a form of social control over children in order to transmit cultural values. Part I of the study examines ancient and modern societies, their cultures and their philosophical grounding to reveal the values and trends that contribute to social change in the early education of children. Part II adds a triangulation strategy to explore the ecology (environment and culture) of the three schools in the study. These strategies include archival content analysis of the preschool organizations, nonparticipant observation of the classrooms (Bell, 1993), intensive interviewing of the staff and administration members and a brief survey of the preschool parents. This study draws from the sociology of Weber's "ideal bureaucracy," Berger's "bureaucratic cognitive style," Elias' "civilizing process," Bernstein's "visible and invisible" pedagogy, Bourdieu's "cultural capital" and Anyon's "biased ideological messages." In this exploratory study, the data analysis uses a descriptive methodology, not to draw conclusions, but similar to Glaser and Strauss' "grounded theory" to introduce questions to be explored further by researchers. A final section on policy recommendations is included.

Language: English

Published: Boston, Massachusetts, 2000

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