Abstract/Notes: This research aimed to deepen understanding about effective Montessori teachers and broaden the context of the topic by examining aligning Montessori theory with Indigenous theory and sustainability theory. The research was guided by an Indigenous research paradigm and involved using appreciative inquiry and tapping into the wisdom of experienced Montessori educators, considered as coresearchers and elders. Using Bohm’s dialogue process, six small groups of elders pondered together about the essence of Montessori and their insights about teachers who effectively implement the Montessori concept. The total of 20 coresearchers concluded that the essence of Montessori was when Montessori became a way of life, a process, coresearchers believed, is lifelong. The elders determined effective Montessori teachers are those who can apply the Montessori concept in their classroom. Key attributes of effective Montessori teachers included ability to trust, exercise keen observation skills, and develop mindfulness. One insight offered for teacher educators included allowing more time for adult learners to practice implementation of the theory. For administrators, elders believed that teachers’ development unfolds just as students’ and requires in-kind support. Findings help inform prospective and current Montessori teachers, teacher educators, and school administrators. Findings show an alignment between Maria Montessori’s educational theory and how it is practiced, reveal the complex nature of the Montessori concept, and indicate Montessori education fosters a sustainability mindset.

Language: English

Published: Prescott, Arizona, 2017

Abstract/Notes: Interpreting Albert Bandura's term "self-efficacy" as the individual's belief in his own abilities to succeed in spite of the given circumstances, this study seeks to identify the influences which lead to self-efficacy in Montessori teachers. In order to evaluate perceptions of self-efficacy, 35 pre-service teachers in the United States were surveyed prior to beginning their Montessori teaching and again during the internship stage of their training. As Bandura asserted that self-efficacy stems from four possible sources: mastery experience; vicarious experience; verbal or social persuasion; and physiological state (1997), the same subjects were given an additional questionnaire to determine which factors most affected their efficacy. Multiple regression was then used to examine the relationship between those factors and the teachers' self-reported efficacy. Following this data collection, four teachers from the high self-efficacy group and four teachers from the low self-efficacy group were interviewed to reveal detailed qualitative information regarding the influences on their classroom efficacy. The research indicates that Montessori teachers with high levels of self-efficacy have strong mastery experiences that support their attitudes and desired professional goals. The quantitative results also show that an emotional state associated with past experiences is the second best contributor to self-efficacy. Considering that self-efficacy may be most malleable during the early stages of learning, the results of this study serve to enhance the teacher-training experience though the analysis of early obstacles.

Language: English

Published: Boulder, Colorado, 2012

Language: English

Published: Lubbock, Texas, 1994

Abstract/Notes: This research explored student evaluation practices used by Montessori elementary teachers. The Montessori teaching method emphasized students learning at their own pace within a prepared environment where the teacher's role was somewhat different compared to traditional classroom settings. Both traditional and alternative methods of student assessment were utilized by Montessori teachers (e.g., anecdotal records, informal conferences with students, observation of students, one-to-one interview with students, checklists of lessons, demonstration of skill mastery, and standardized achievement tests). The methodology and reasoning behind student evaluation was not well understood by the educational community, and today's dynamic cultural environment demands better attention to this subject. Following a literature review of assessment practices, analysis consisted of sampling member schools of the American Montessori Society (AMS). A questionnaire was submitted to 241 eligible AMS member schools with elementary programs across the United States, and 108 responses (representing 30% of the eligible schools) were collected. The questionnaire's items (27 total questions) were refined to 16 research questions which were analyzed using both quantitative and qualitative methods. A number of results were produced. The two most prominent were: Montessori elementary teachers used more alternative than traditional methods of assessment practices; and, the factors that influenced the assessment practices used by Montessori teachers were the make up (student:teacher ratio, individual student's needs, multi-aged range) of students in the classroom and the Montessori method of education. Other results of this study included: Montessori schools used standardized achievement tests but individual respondents were not convinced they fit the Montessori method of teaching; and, the combination of non-graded report cards, anecdotal records, and student portfolios were successful reporting practices for parent teacher conference. The study concluded with identifying several areas of assessment practice where future research and professional development may benefit Montessori administrators, teachers, students, and parents.

Language: English

Published: Memphis, Tennessee, 1999

Language: English

Published: Cincinnati, Ohio, 2013

Abstract/Notes: Montessori teachers often enter the teaching field with a strong sense of a Montessori social identity developed through their transformational teacher education experience (AMI, 2018a; Malm, 2004), uniting them around a shared knowledge and belief system (Fairclough, 1992, 2003). While a social identity can connect individuals and provide security and purpose, it can also limit beliefs and behaviors by producing a prescribed way of being (Foucault, 2010). Research (e.g., Sumison, 2002) has shown that when teachers are confronted with instances that challenge their teacher identity and social practice (Fairclough, 1992), they may experience dilemmas and uncertainty (Cuban, 1992; Lampert, 1985) that call their self and social identification as a teacher into question. This post-intentional phenomenological study is an attempt to better understand what is produced and provoked (Vagle, 2018) when Montessori teachers engage in anti-bias and anti-racist (ABAR) teacher self-reflection, a critical first step to implementing antiracist teaching practices in an early childhood classroom (Derman-Sparks & Edwards, 2010). Specifically, I explored what is produced and provoked in the Montessori self and social identity as teachers consider ways of being a teacher that possibly differ with the Montessori teacher way of being. Six Montessori early childhood teachers participated in three workshops on ABAR self-reflection which I developed and facilitated over the course of three and a half months. Participant experiences, including my own, and additional phenomenological material (e.g., Montessori's writing, current initiatives in the Montessori social world) offered important insight into the life and evolution of the phenomenon. To guide analysis, I used Jackson and Mazzei's (2012) thinking with theory and Deleuze and Guattari's (1987) notion of the rhizome to conceptualize the life and growth of the phenomenon. Findings revealed elements of the Montessori social identity that provide meaning and purpose for teachers working towards dismantling oppression as well as limitations in the form of a regime of truth (Foucault, 1977/2010) that can challenge the development of a dialogic identity. Implications suggest recommendations for Montessori teacher education programs including strategies of incorporating ABAR reflective practices into Montessori teacher development, reevaluating the words and position of an adored leader for relevance as society evolves, and encouraging social activism by disrupting the notion of objectivity and neutrality in teaching.

Language: English

Published: Minneapolis, Minnesota, 2018

Abstract/Notes: This research project aimed to promote a group of classroom leaders to become servant leaders. The project was conducted with two-hour seminars for the following three evenings on the following topics: (1) aspects of the Cosmic Education of Maria Montessori, (2) theoretical foundation of servant leadership along with the Bible scriptures, and (3) DiSC diagnosis for improving communication skills. Two mentoring sessions were added to reinforce learned skills in applying servant leadership. Additionally, a thorough bibliography and extensive appendices of materials that were presented during the project are provided in this report. The project analysis demonstrated that, through training and practical applications, participants became better servant leaders in their Montessori classrooms.

Language: English

Published: Tacoma, Washington, 2020

Language: English

Published: Moraga, California, 2015

Abstract/Notes: The purpose of this study was to analyze the perception pre-service early childhood teachers' the meaning of teaching. The subjects of this study were 39, senior in early childhood education. These Subjects wrote the Journal, "What is teaching?". A content analysis was conducted. The study results can be summarized as follows. Teaching is 'a valuable activity that not only take knowledges but also take goles, need a teachers' passion, understanding learner's mind, transmit the knowledges, teaching is learning, develop the learner's ability, show the model. The reason to perception were practicum in child care centers, assistant teachers, curricular for pre-service education. A clarifying the meaning of teaching is fundamental work for authentic teaching. / 본 연구는 예비교사들이 가르침에 대해 어떻게 생각하는가를 분석하고자 하였다. 연구대상은 4년제 대학 유아교육과 학생 39명이다. 연구 참여자들에게 '가르치는 일은 무엇인가'라는 주제로 저널쓰기를 실시하였다. 수집된 자료는 내용분석을 통해 분석되었다. 분석한 결과 다음과 같은 의미를 도출하였다. 가르치는 일은 '지식뿐만 아니라 어떤 목적을 이루는 가치 있는 활동이다, 가르치는 일에는 교사의 열정이 필요하다, 학습자를 잘 이해하는 것이다, 지식을 전달하는 것이다, 배우는 일과 같다, 학습자의 능력을 개발해주는 것이다, 교사가 모범을 보이는 것이다'로 인식하였다. 이러한 인식에 영향을 준 요인은 보육실습, 보조교사, 대학교에서의 수업 등 이었다. 가르치는 일에 대한 의미를 밝히는 것은 바람직한 수업을 하기 위한 기초 작업이 될 수 있다.

Language: Korean

ISSN: 1226-9417

Abstract/Notes: This study examined the nature of circle time within early childhood Montessori classrooms in the United States of America. We explored literature pertaining to the history and development of circle time as well as circle time research in preschool and kindergarten settings. Unable to find writings or research specific to Montessori circle time practices, we crafted a 30-question survey for early childhood Montessori teachers to determine basic information about their circle time approaches. The survey asked participants about demographic information, circle time logistics, circle time activities, reactions to circle time, planning and preparation, and the morning work cycle. Using social media and direct emails, we gathered over 300 responses from 50 states and the District of Columbia; a total of 276 participants completed the full survey. Results focused on five different areas: time - the frequency, duration, and scheduling of circle time; attendance - who joined circle time and for how long; teacher preparation - participants’ training and planning approaches; circle time programming - the most common and popular activities; the morning work cycle – its relation to circle time. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time as the last event of the morning for generally 20 minutes or less; the most common circle time events were show and tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. Most participants had a work cycle that lasts less than three hours. This study promotes reflection on the importance and meaning of circle time in Montessori classrooms in relation to its apparent absence in Dr. Montessori’s writings.

Language: English

Published: River Falls, Wisconsin, 2021