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Book Section
The Philosophical Principles of Pre-Primary Education According to Dr. Maria Montessori
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 122-137
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America, William Heard Kilpatrick - Biographic sources, William Heard Kilpatrick - Philosophy
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Abstract/Notes: This article is reprinted from American Montessori Society Bulletin, v. 8, no. 3 (1970). It was originally presented/published in conjunction with a conference: Buckenmeyer, Robert E. (1968). “The Philosophical Principles of Pre-Primary Education According to Dr. M. Montessori.” In Philosophy of Education: Proceedings of the 17th Annual Meeting of the Far Western Philosophy of Education Society in San Francisco, Dec. 6-7, 1968, edited by J. Jelinek, 201–25. Tempe, Arizona: Arizona State University.
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
Research and Evaluation Summary of Montessori Programs
Available from: ERIC
Book Title: Implementing Montessori Education in the Public Sector
Pages: 476-483
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990
Book
Primary Grammar
Margaret Homfray - Writings, Phoebe Child - Writings
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Language: English
Published: San Luis Obispo, California: Montessori World Educational Institute, 1983
Archival Material Or Collection
St. Mary's Montessori School, Inc.: Correspondence, pamphlet, report
Available from: Library and Archives Canada
Date: 1971
Americas, Canada, North America
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Language: English
Archive: Library and Archives Canada (Ottawa, Canada)
Book
The Casa Dei Bambini: Primary Perspectives Through Time and Space
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Language: English
Published: Cleveland, Ohio: North American Montessori Teachers' Association, 2000
Book Section
Pre-Primary Education in India (Unpublished Doctoral Thesis, Lucknow, 1959)
Book Title: Third Indian Year Book of Education, Educational Research
Pages: 188
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Language: English
Published: Delhi, India: National Council of Educational Research and Training, 1968
Book Section
Pre-Primary Education
Available from: Internet Archive
Book Title: Administration of Education in India
Pages: 140-151
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Language: English
Published: Baroda, India: Acharya Book Depot, 1962
Doctoral Thesis
Impact of Education for Sustainability at a Montessori Primary School: From Silos to Systems Thinking
Available from: Murdoch University Research Repository
Australasia, Australia, Australia and New Zealand, Oceania, Sustainability
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Abstract/Notes: This research investigated Education for Sustainability (EfS) at an independent Montessori primary school, located in the Perth metropolitan area of Western Australia. A longitudinal case study involving analysis of data from a twenty year period was conducted to determine the effectiveness of EfS. Historical information about EfS at the school from 1990 to 2005 was examined, with the main focus of the study being on the impact of the Australian Sustainable Schools Initiative (AuSSI) between 2005 and 2009. AuSSI promotes a whole school, whole systems thinking approach to EfS. Three school-based issues in EfS were studied. Firstly, the research aimed to determine what elements of EfS were in operation in the school prior to involvement in AuSSI. Secondly, student outcomes including engagement with whole systems thinking, attitudes and values, knowledge and understandings, and skills and behaviours related to EfS, were investigated during the first five years of participation in AuSSI. Thirdly, teacher perceptions of the EfS program, including engagement with whole systems thinking, were examined during this same time period. A case study approach was employed to enable in-depth investigation of EfS in the life of the school prior to, during and post implementation of AuSSI. This approach facilitated revelation of participants' lived experiences, their perceptions and understandings of EfS, as well as detailed information about student outcomes in EfS. Case study methodology was also compatible with the culture and processes of the participating school and provided an opportunity for utilising a whole systems thinking approach. Data was gathered from a range of sources, through surveys, interviews, observation and document analysis over a five year period. The total participants included eleven teachers and seventy five students. The research identified particular antecedents of EfS in the Montessori Method of education that existed in the school prior to AuSSI, including the whole child approach, together with the Montessori learning environment, curriculum and values. Following participation in AuSSI, student attitudes and values, knowledge and understandings, and skills and behaviours related to EfS were enhanced for all year levels. However, after three years when specific EfS actions and projects ceased, student EfS outcomes were limited. Furthermore, students’ thinking and behaviour indicated a ‘silo’, rather than whole systems thinking approach to EfS. Teachers perceived the EfS program as highly effective in the initial three years after joining AuSSI. Key elements that enhanced EfS included EfS staff champions who had access to EfS networks, leadership support, and active school community involvement in all EfS processes. However, after three years of being an AuSSI school, the culmination of reduced leadership support for EfS, lack of staff training, vague designation of staff with EfS responsibilities and inadequate community involvement, resulted in cessation of the EfS program. Teacher perceptions on whole systems thinking revealed alignment between Montessori philosophy, EfS and whole system thinking was more in theory than in practice. Through an in-depth longitudinal case study of a school this research highlighted the importance of whole school EfS professional learning, embedding EfS and whole systems thinking across the curriculum at all year levels, whole school support, and the usefulness of a sustainability continuum that recognizes the complex, dynamic interplay of issues involved in a school’s EfS journey. It is strongly recommended improvements to pre-service teacher education in EfS are implemented, and a review of the AuSSI toolkit is conducted to refine EfS evaluation processes and to target the specific EfS needs of teachers at different stages of schooling, as well as to enhance understanding and implementation of the whole systems thinking approach. Finally, EfS professional learning for all school staff in all schools is warranted to enhance depth of EfS engagement.
Language: English
Published: Perth, Australia, 2012
Article
Flotsam and Jetsam; Amsterdam - Children at Montessori Primary Schools Perform Better than Other Children in Traditional Schools
Available from: Digital Library of the Caribbean
Publication: Bonaire Reporter (Bonaire, Caribbean Netherlands)
Date: Sep 30, 2013
Pages: 3
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Language: English
Long term effects of Montessori schooling: a selected group of ex-Montessori preschool pupils studied at primary and secondary school level
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Language: English
Published: Dublin, Ireland, 1974