Language: English

Published: New York, New York: Harper and Brothers, 1958

Abstract/Notes: Maria Montessori (1870-1952), doctora i pedagoga, va dedicar la vida a l’estudi de l’infant. A partir de les seves observacions va elaborar un mètode pedagògic en el qual el centre era el nen i propiciava la resolució de les seves necessitats. El seu mètode va estendre’s per tot el món, arribant a Catalunya l’any 1911 a través d’un article a la revista Feminal. L’any 1914 es va dur a terme per primera vegada a la Casa de Maternitat de Barcelona una experiència d’aplicació del mètode Montessori. Des d’aquell moment l’ interès pel mètode va anar en creixement, sent molts els mestres i pedagogs interessats en ell. Aquest fet va provocar que fins i tot la mateixa Maria Montessori va viure durant un període a Catalunya. En aquest treball hem analitzat 95 articles publicats a Catalunya des del 1911 al 2014, any de celebració del centenari de la primera aula Montessori a Barcelona, per tal de valorar la repercussió que aquests articles podien haver tingut en la difusió i impuls del mètode a Catalunya. [Maria Montessori (1870-1952), a doctor and pedagogue, dedicated her life to the study of the child. From his observations he elaborated a pedagogical method in which the center was the child and favored the resolution of his needs. Her method spread all over the world, arriving in Catalonia in 1911 through an article in the magazine Feminal. In 1914, an experiment in the application of the Montessori method was carried out for the first time at the Barcelona Maternity Home. From that moment on, interest in the method grew, with many teachers and educators interested in it. This fact caused that even the same Maria Montessori lived during a period in Catalonia. In this work we have analyzed 95 articles published in Catalonia from 1911 to 2014, the year of the centenary of the first Montessori classroom in Barcelona, ​​in order to assess the impact that these articles could have had on the dissemination and promotion of the method in Catalonia.]

Language: Catalan

Published: Vic, Spain, 2017

Abstract/Notes: At a time in which technology is both pivotal and ever-changing, the need for students to become independent and passionate learners has never been more important. With the unveiling of British Columbia’s new curriculum, it has become evident that preparing students for a future riddled with constant change, instant communication, and immediate information is paramount. As such, the redesigned curriculum focuses on personalized learning, flexible learning environments, and inquiry-based learning as just a few of its cornerstones. Ironically, Maria Montessori recognized these same needs over one hundred years ago. This paper is intended to provide insight as to the parallels between BC’s new curriculum and the Montessori approach. As we move towards classrooms rich in both learning experiences and pedagogy, it is hoped that educators interested in the Montessori approach may implement some of the ideas within this document.

Language: English

Published: Victoria, Canada, 2019

Language: English

Published: Ann Arbor, Michigan, 2009

Abstract/Notes: In the following report, Hanover Research compares two prominent models of Montessori education in the United States: the Association Montessori Internationale and the American Montessori Society. After an analysis of their similarities and differences, this report profiles several school districts that have implemented coherent and well-aligned Montessori programs.

Language: English

Published: Arlington, Virginia, Sep 2016

Abstract/Notes: Benefits of multi-age grouping include continuity for children and teachers, a sense of community, the possibility for peer tutoring, and an incorporation of developmental differences. This study explored the development of a non-graded program in a New York City public school, particularly the attitudes of teachers, students, and parents to the new program. Twenty subjects in each category completed a survey or an interview. Results indicated that not only were parents and students relatively uninformed about mixed-age grouping before the program began, but teachers also felt that the support and training they received were inadequate. Teachers did have positive attitudes about the benefits of mixed-age grouping, however, and students seemed to have made a positive adjustment. About half of the parents held positive attitudes toward mixed-age grouping, but parents overall appeared to reserve judgment because of a perceived lack of information.

Language: English

Published: [S.I.], 1996

Abstract/Notes: The Montessori education philosophy has been around for over 100 years but has become particularly popular in the United States in the last two decades. Montessori is characterized by its child-centered lens, promotion of independence, and support of a child's natural desire to learn. Montessori programs are often associated with wealthy families able to pay for private preschool, but the Montessori curriculum was originally developed and implemented with great success in low-income communities in early 20th century Rome. With this in mind, I determined to investigate the opportunity for using Montessori programs as a public health intervention in low-income communities. The central goal of the resulting project is the education of a general audience about the opportunity for existing Montessori programs in early childhood to serve as an intervention to decrease health disparities in later life. The resulting research paper comprises a literature review of relevant research, a discussion of the link between education and health outcomes, and interviews with Montessori educators and early childhood specialists. From this research, Montessori programs were found to have great potential to serve as an equalizer between children from low- and high-income communities, predicting future academic success, decreasing wealth gaps, and improving adult health outcomes.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: The need for educational reform in public schools is an ever-present topic of research. The diverse learning needs of students makes the lack of alternative teaching methods practiced in public schools a pressing issue. The aim of this research paper is to educate and inform teachers on the alternative teaching practices found in Montessori education and asks whether Montessori teaching strategies could supplement public school classrooms. Using the methodology of a field research interview and review of scientific data, the research reveals that the Montessori method often produces greater academic, behavioral, and social development in students than those in public, non-Montessori schools. The findings demonstrate the success that Montessori education can offer some individuals and stresses the need for all educators to be informed of such teaching practices to supplement their classroom's pedagogical approach.

Language: English

Published: Chico, California, 2023

Abstract/Notes: Montessori pedagogy is a century-old, whole-school system increasingly used in the public sector. In the United States, public Montessori schools are typically Title I schools that mostly serve children of color. The present secondary, exploratory data analysis examined outcomes of 134 children who entered a lottery for admission to public Montessori schools in the northeastern United States at age 3; half were admitted and enrolled and the rest enrolled at other preschool programs. About half of the children were identified as White, and half were identified as African American, Hispanic, or multiracial. Children were tested in the fall when they enrolled and again in the subsequent three springs (i.e., through the kindergarten year) on a range of measures addressing academic outcomes, executive function, and social cognition. Although the Black, Hispanic, and multiracial group tended to score lower in the beginning of preschool in both conditions, by the end of preschool, the scores of Black, Hispanic, and multiracial students enrolled in Montessori schools were not different from the White children; by contrast, such students in the business-as-usual schools continued to perform less well than White children in academic achievement and social cognition. The study has important limitations that lead us to view these findings as exploratory, but taken together with other findings, the results suggest that Montessori education may create an environment that is more conducive to racial and ethnic parity than other school environments.

Language: English

DOI: 10.17161/jomr.v9i1.19540

ISSN: 2378-3923

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

DOI: 10.17161/jomr.v9i1.18861

ISSN: 2378-3923