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Article
Schools Helping Schools: Public Relations Programme
Publication: Montessori Matters
Date: 1992
Pages: 23
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Language: English
Doctoral Dissertation
Skolans Levda Rum och Lärandets Villkor: Meningsskapande i Montessoriskolans Fysiska Miljö [The School's Living Space and the Conditions of Learning: Creating Meaning in the Montessori School's Physical Environment]
Architecture, Design, Environment, Europe, Nordic countries, Northern Europe, Scandinavia, Sweden
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Abstract/Notes: This study examines the school’s physical environment as a place of learning, and takes its starting point in the phenomenology movement, inspired both by Merleau-Ponty’s thesis of man’s physical relation to the world and by the existential analysis represented by Heidegger which implies a mutual relationship between man and the world. Such a view rejects a standpoint which describes man as being divided between a material body and a thinking soul. Instead, there emerges an embodied self which engages in meaningful interaction with its surroundings. The choice of this standpoint has implications for the design of the school’s physical environment. Montessori pedagogy is one of the activity-based pedagogies which have designed the physical environment in line with this theory. The purpose of the study is to understand, but further to visualise, the way in which the conditions for learning for children and adolescents are created in schools, from pre-school to lower secondary level, which follow the Montessori pedagogy. The material for the empirical study has been gathered from Europe and the US and from differing social contexts. The reason for this is to discover what distinguishes the prepared environment. The study also discusses the way in which the argument for a form of schooling which is based on activity, from the early 20th century to the present day, has been addressed through the architectural design of schools. The thesis shows that the rich array of didactic material in the schools observed offers pupils the opportunity to perform activities which create meaning. The organisation of the environment provides the pupils with the necessary conditions to concentrate fully on their work and to complete their tasks without interruption. I see the didactic continuity which prevails from pre-school to the lower secondary school in the Montessori schools studied as a prerequisite if the pedagogical activity is to offer meaning and create the conditions for learning in the way demonstrated by the empirical studies.
Language: Swedish
Published: Stockholm, Sweden, 2012
Article
School of the Month: Franciscan Montessori Earth School, Portland, Oregon
Publication: AMI/USA Bulletin, vol. 1, no. 6
Date: Feb 1982
Pages: 3-5
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Language: English
Book
Guidelines for Operating a Montessori School: Standard Operating Procedures for a Montessori School
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Language: English
Published: [S.I.]: Fleege, 1984
Edition: 9. ed
Article
Maintaining an Empowered School Community: Introducing Digital Technologies by Building Digital Literacies at Beehive Montessori School
Available from: UCL Open Environment
Publication: London Review of Education, vol. 18, no. 3
Date: 2020
Pages: 356-372
Australasia, Australia, Australia and New Zealand, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Evaluation, Montessori schools, Oceania
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Abstract/Notes: In 2019, educators at Beehive Montessori School (Beehive) in Western Australia implemented their self-defined digital literacies framework. The framework guided their approach to, and use of, digital technologies in their classrooms. Doing so came out of a whole school action research project in which the school became a hub for inquiry and educators, and researchers worked together to identify issues and develop improvement processes. At the project conclusion, the educators and researchers had collaboratively defined a solution that met the mandated curriculum needs and fitted with the school autonomy. Most importantly the project and the solution empowered educators, as it aligned with the school-identified virtues and utilized the three-period lesson to teach it, all of which was consistent with Montessori pedagogy.
Language: English
DOI: 10.14324/LRE.18.3.03
ISSN: 1474-8460
Article
Frans op de lagere school [French in primary school]
Publication: Montessori Opvoeding, no. 3
Date: 1962
Pages: 15-16
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Language: Dutch
Article
East Dallas Takes Its Private Success Public [East Dallas Community School and Lindsley Park School, Dallas, Texas]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 13, no. 1
Date: Fall 2000
Pages: 16-17
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Language: English
ISSN: 1071-6246
Article
School Notes: Parsi Montessori School, Ahmedabad
Available from: ProQuest - Historical Newspapers
Publication: Times of India (Mumbai, India)
Date: Apr 13, 1938
Pages: 17
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Language: English
Article
Small Town School Loans: How One School Utilized the Rural Development Fund
Publication: Public School Montessorian, vol. 19, no. 1
Date: Fall 2006
Pages: 15
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Language: English
ISSN: 1071-6246
Article
Manajemen Pendidikan Karakter Metode Montessori di Jogjakarta Montessori School [Montessori Method of Character Education Management at Jogjakarta Montessori School]
Available from: Universitas Sarjanawiyata Tamansiswa
Publication: Media Manajemen Pendidikan [Educational Management Media], vol. 2, no. 2
Date: 2019
Pages: 251-259
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
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Abstract/Notes: Penelitian ini bertujuan untuk mengetahui manajemen pendidikan karakter yang meliputi 1) perencanaan, 2) pengorganisasian, 3) pengarahan dan pelaksanaan, 4) evaluasi dan pengendalian, 5) faktor pendukung serta 6) faktor penghambat di SD Montessori. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data dengan wawancara mendalam, observasi partisipatif, studi dokumentasi. Data dianalisis secara deskriptif kualitatif melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1) perencanaan manajemen pendidikan karakter pada kurikulum, pendidik, pembiayaan peserta didik, sarana dan prasarana, pembiayaan pendidikan; 2) pengorganisasian manajemen pendidikan karakter pada pelatihan guru baru, pengarahkan para guru, kesempatan bagi guru atau staf untuk berpartisipasi dalam memberikan sumbangan pikiran, mengikutsertakan yayasan, guru, staf dan komite sekolah dalam membuat perencanaan manajemen, memberikan nasehat dan arahan yang benar; 3) pelaksanaan manajemen pendidikan karakter sesuai dengan perencanaan dengan apparatus dan pendampingan dari guru; 4) evaluasi manajemen pendidikan karakter dengan melihat kemandirian dan keberanian, pembuatan project, berperilaku santun; 5) faktor pendukung meliputi kegiatan di luar sekolah bermasyarakat, kegiatan ektrakurikuler, peraturan untuk tidak memakai atribut keagamaan selama di sekolah, sarana dan prasarana sekolah, pendidik yang ramah dan perhatian, kegiatan sosial dan kerjasama dengan sekolah lain; 6) faktor penghambat pendidikan karakter pada Jogjakarta Montessori School yaitu kurangnya kerjasama orang tua siswa dalam menanamkan nilai kedisiplinan, tanggungjawab, menghargai prestasi, dan rasa ingin tahu. [This study aims to determine the management of character education which includes 1) planning, 2) organizing, 3) directing and implementing, 4) evaluation and control, 5) supporting factors and 6) inhibiting factors in SD Montessori. This research use desciptive qualitative approach. Data collection techniques are in-depth interviews, participatory observation, and documentation studies. Data were analyzed descriptively qualitatively through the stages of data collection, data reduction, data presentation, and drawing conclusions. The results showed that: 1) character education management planning in the curriculum, educators, student funding, facilities and infrastructure, education financing; 2) organizing character education management on new teacher training, directing teachers, opportunities for teachers or staff to participate in contributing ideas, involving foundations, teachers, staff and school committees in making management plans, providing correct advice and direction; 3) implementation of character education management in accordance with planning with apparatus and mentoring from teachers; 4) evaluation of character education management by looking at independence and courage, making projects, behaving politely; 5) supporting factors include activities outside of school in the community, extracurricular activities, regulations not to use religious attributes while at school, school facilities and infrastructure, friendly and caring educators, social activities and collaboration with other schools; 6) the inhibiting factor for character education at Jogjakarta Montessori School is the lack of cooperation between parents in instilling the values of discipline, responsibility, respect for achievement, and curiosity.]
Language: Indonesian
ISSN: 2622-3694