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384 results

Article

Dr. Steve Hughes Heads AMI Global Research Committee

Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2010, no. 1

Pages: 51–53

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Abstract/Notes: One of the questions AMI asked itself a few years ago was 'how can we reach scientists, researchers and universities throughout the world to establish Montessori scientific pedagogy as an integral of education departments? How can we be heard louder in the field of education?' The start of the answer has come with the establishment of the AMI Global Research Committee. Here Steve Hughes explains the committee's spheres of activity.

Language: English

ISSN: 1877-539X

Article

Un-'Chartered' Waters: Balancing Montessori Curriculum and Accountability Measures in a Charter School

Available from: Taylor and Francis Online

Publication: Journal of School Choice, vol. 11, no. 1

Pages: 168-190

Americas, Charter schools, Montessori method of education - Evaluation, North America, Public Montessori, United States of America

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Abstract/Notes: More than 6,000 charter schools exist in the United States, and of these 120 are Montessori charter schools. When studying charter school practices, researchers often examine issues such as performance accountability measures and effectiveness of charter school curricula. In doing so, the outcomes often overlook the challenges for teachers as they attempt to blend the demands of being a charter school with performance accountability and charter school philosophies, such as the Montessori philosophy. In this longitudinal case study, I examined the ways in which teachers in a charter Montessori school used professional development to help balance the demands for standardized testing performance and Montessori goals. The findings illustrate that significant challenges exist for teachers blending multiple educational goals but that professional development can aid teachers in filling in gaps in their existing curricula. This study encourages (1) researchers to question the ways in teachers can be supported through professional development to meet accountability measures and (2) stakeholders to consider how accountability measures focused solely on student performance can have detrimental effects on charter school curricula implementation and teacher retention.

Language: English

DOI: 10.1080/15582159.2016.1251280

ISSN: 1558-2159

Article

A Delicate Balance: The Praxis of Empowerment at a Midwestern Montessori School

Available from: Taylor and Francis Online

Publication: Communication Education, vol. 51, no. 2

Pages: 183-201

Americas, North America, United States of America

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Abstract/Notes: This study examines empowerment as a communicative process among teachers and students at a Midwestern Montessori school. The Montessori method, developed by Maria Montessori in the early twentieth century, is attentive to the tension individuals experience as they attempt to balance their individual freedom with the good of their community. This educational philosophy suggests that empowerment occurs on a systems level as teachers and students learn to manage this tension. Through longitudinal research, I explored the praxis of empowerment in the organizational context of three Montessori classrooms. My analysis of field notes and transcribed interviews yielded three specific areas in which I observed the praxis of empowerment: the nature of the environment, the management of discipline, and the social construction of learning.

Language: English

DOI: 10.1080/03634520216509

ISSN: 0363-4523

Book Section

Speech at Inauguration of Bal Mandir, Nadiad (May 31, 1935)

Available from: Gandhi Sevagram Ashram

Book Title: The Collected Works of Mahatma Gandhi

Pages: 120-122

Asia, India, Mahatma Gandhi - Biographic sources, Mahatma Gandhi - Speeches, addresses, etc., South Asia

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Abstract/Notes: In one section of this speech Gandhi expresses frustration regarding the cost of transportation for schoolchildren to attend 'the Bal Mandir started in memory of Fulchand.' Gandhi also reports, 'I have met the learned Madam Montessori. I have not taken a single lesson from her and yet she has publicly awarded a certificate to me saying that I fully understand her system and have been practising it.'

Language: English

Published: New Delhi: Publications Division, Government of India, 1999

Edition: Electronic Book

Volume: 67 (25 April, 1935 - 22 September, 1935) of 98

Blog Post

Global Adaptation: Montessori in India

Asia, India, South Asia

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Abstract/Notes: The Montessori method has crossed international boundaries since it began in the early 1900s, and it continues to be a global educational method.

Language: English

Published: Aug 5, 2019

Article

Balkan-Ji-Bari: Work and Activities

Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 2, no. 2

Pages: 106-108

Asia, Balkan-Ji-Bari (India), India, South Asia

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Language: English

Conference Paper

The Effects of Multiage Grouping on Verbal Interaction, Achievement and Self-Concept

Annual Conference of the American Association of School Administrators (112th, Anaheim, California, February 15-18, 1980)

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Abstract/Notes: Two studies were conducted on the effects of multiage classrooms. The first study investigated verbal interaction among children of different age groups and student-teacher interaction in multiage classrooms. Existing multiage classrooms in various settings were observed and information was recorded on the ages of the children initiating and receiving each interaction, the number of children in each age group who initiated interactions to the teacher, and the number of children in each age group who were present in the classroom. Interactions were classified as dominant, submissive, or neutral. Results indicate: (1) older children tended to initiate proportionately more interactions when three ages were grouped together, but not when only two ages were grouped together; (2) children of one age did not dominate the teacher's attention; (3) interaction within age groups was high and interaction between age groups was low when three age groups were present, but not when two age groups

Language: English

Published: Arlington, Virginia: American Association of School Administrators, Feb 1980

Article

Global Science and Social Systems: The Essentials of Montessori Education and Peace Frameworks

Available from: ERIC

Publication: NAMTA Journal, vol. 41, no. 2

Pages: 37-61

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Abstract/Notes: Inspired by Baiba Krumins-Grazzini's interdependencies lecture at NAMTA's Portland conference, David Kahn shows the unifying structures of the program that are rooted in the natural and social sciences. Through a connective web, these sciences explore the integration of all knowledge and lead to a philosophical view of life on earth, including human civilization. Kahn adds a new recognition of unified ecological summits that provide the real connectedness to the work that the next generation is doing to find global collaboration in making the world a better place.

Language: English

ISSN: 1522-9734

Article

Cosmic Education: The Child's Discovery of a Global Vision and a Cosmic Task

Available from: ERIC

Publication: NAMTA Journal, vol. 40, no. 2

Pages: 151-163

Cosmic education, Susan Mayclin Stephenson - Writings

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Abstract/Notes: Susan Mayclin Stephenson tackles a large subject, Cosmic Education, which Montessori defined as a "unifying global and universal view[s] of the past, present and future." Stephenson takes the reader from birth to the end of the elementary age with examples of how the child grows into an understanding of Cosmic Education through their experiences at home and at school. Central to her thesis is the theme of discovering one's cosmic task, which depends on "fostering…curiosity and compassion toward other beings." Stephenson concludes with examples from around the world and illustrates how children are born with this tendency toward compassion and how it is experienced from birth through age twelve within Montessori environments.

Language: English

ISSN: 1522-9734

Article

The Social Roots of a Global Community

Available from: ERIC

Publication: NAMTA Journal, vol. 40, no. 2

Pages: 113-126

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Abstract/Notes: Polli Soholt points to normalization in the first plane as leading to the successful realization of the human personality, which is the basis of social development. Children who have cultivated concentration and purposeful work at an early age develop the virtues to become world citizens. Normalization can be assisted by certain practices: 1) interesting and purposeful presentations; 2) small group discussions and conversation; 3) group singing, finger plays, games, poetry, and true stories; and 4) group movement and demonstrations through acting out right actions. Normalization, according to Soholt, is an integral result of classroom group activities and is influenced by the teacher's self-presentation of respect, clarity, and consistency. [This article is based on the talk presented at the NAMTA conference titled "Fostering Montessori Preparedness for Global Citizenship" in Seattle, WA, November 13-16, 2014.]

Language: English

ISSN: 1522-9734

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