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Article
Planting the Seeds of Knowledge
Publication: Montessori International, vol. 75
Date: Apr 2005
Pages: 7
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Language: English
ISSN: 1470-8647
Article
Current Events and Ethical Thought and Theory of Knowledge
Publication: NAMTA Journal, no. Supplement
Date: 2015
Pages: 217–241
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Application of Knowledge: Making the Geometric Solids
Publication: Point of Interest, vol. 3, no. 8
Date: Apr 1993
Pages: 4
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Language: English
Article
Towards a Theory of Knowledge Framework for a Montessori High School
Publication: NAMTA Journal, vol. 33, no. 1
Date: Winter 2008
Pages: 100–123
High schools, Montessori method of education, Montessori schools, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
Classics of Education Sciences: Maria Montessori. Background knowledge and perceived meanings of University students compared to teachers attending Montessori in-service training courses / Klasyka nauk edukacyjnych: Maria Montessori. Wiedza środowiskowa i odkrycie znaczenia w ocenie studentów Uniwersytetu oraz nauczycieli uczestniczących w kursie szkoleniowym Montessori
Available from: Uniwersytet Rzeszowski (Poland)
Publication: Kultura - Przemiany - Edukacja, vol. 6
Date: 2018
Pages: 241-255
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Abstract/Notes: Maria Montessori’s pedagogy is considered a “classics” of Education Sciences. In this contribution, a survey conducted with three different groups of subjects attending University lectures or in-service Montessori training courses is reported. Main research purpose is to discover background knowledge and perceived meanings of each group concerning the Montessori Method and its main characteristics. Data collected from the three groups under investigation are compared to identify the most macroscopic differences and / or similarities. Through the graphs produced, first reflections and conclusions are attempted, at the same time readers are invited to build their own opinions inferring other meanings or conclusions thanks to data and reading tools provided.
Language: English
ISSN: 2300-9888, 2544-1205
Article
Everyone Knows: Common Knowledge, Institutional Reform and Preschool
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 3, no. 1
Date: Fall 1990
Pages: 6
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Language: English
ISSN: 1071-6246
Article
How Knowledge Helps: It Speeds and Strengthens Reading Comprehension, Learning - and Thinking
Publication: NAMTA Journal, vol. 36, no. 1
Date: 2011
Pages: 207-223
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Article
What Terms Should We Use? The Teacher's Responsibility to Acknowledge Changes in Scientific Thinking
Publication: Public School Montessorian, vol. 15, no. 3
Date: Spring 2003
Pages: 24-25
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Language: English
ISSN: 1071-6246
Article
Effects of Perceptually Rich Manipulatives on Preschoolers' Counting Performance: Established Knowledge Counts
Available from: JSTOR
Publication: Child Development, vol. 84, no. 3
Date: 2013
Pages: 1020-1033
Article
Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
Available from: International Electronic Journal of Mathematics Education
Publication: International Electronic Journal of Mathematics Education, vol. 16, no. 3
Date: Oct 2021
Pages: Article em0646
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Abstract/Notes: Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers’ knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori’s philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.
Language: English
DOI: 10.29333/iejme/11005
ISSN: 1306-3030