Abstract/Notes: New York, April 20 — Maria Montessori, originator of the teaching method bearing her name, arrived here yesterday on the Duca Degli Abruzzi, to stay four months in this country. She was accompanied by her young cousin, Mario Montesano. The educator will leave here for California, where she has been engaged by the state board of education to instruct a class of teachers in her methods.

Language: English

Abstract/Notes: Learning Outcome: Upon completion, participants will be able to describe the relationship between Montessori teachers’ cultural food competence, teacher-parent communication and classroom nutrition practices. || Objective: Assess relationships between Montessori teachers’ cultural food competence, teacher-parent nutrition communication, perceived nutrition beliefs and classroom nutrition practices || Design: Pre-test data was obtained from participants enrolled in The T.E.A.C.H. Study, a nutrition program for Montessori teachers, using validated questionnaires to assess nutrition knowledge (NK), nutrition teaching self-efficacy (NTSE),teaching practices, teacher-parent communication (TPC), classroom food practices, & cultural food competence (CFC). ||Participants: Teachers (n=98) were recruited from Montessori schools across the US. Subjects were predominantly female (98%), White (84.7%), non-Hispanic (57.1%). || Statistical Analysis: Descriptives and correlations conducted using SPSS v.26 || Results: CFC was positively associated with TPC (r=.396, p<.001), NTSE (r=.233, p=.021), & providing nutrition education (r=.292, p=.004). However,few teachers "strongly agreed" that they provide nutrition education in their classrooms (14.3%), while the majority had low CFC (67.4%) and reported low amounts of TPC (77.8%). Furthermore, teachers had low NK (average score: 65%)which was positively correlated with NTSE (r=.478, p<.001) and low-fat/sugar food intake (r=.295, p=.003). NK was inversely associated with TPC (r=.270, p=.007), sugary drinks intake (r=-.249, p=.014), using food rewards (r=-.507, p<.001) & permitting unhealthy foods (r=-.356, p<.001). || Conclusion: Montessori teachers’ cultural food competence may impact teacher-parent communication and classroom practices. Teachers with higher cultural competence were more likely to discuss nutrition with parents and provide nutrition education; however, paradoxically nutrition knowledge was inversely associated with teacher-parent communication. With ethnic diversity increasing in schools, cultural nutrition programs would be beneficial to improve teachers’ classroom nutrition practices and parent communication.

Language: English

DOI: 10.1016/j.jand.2023.06.066

ISSN: 2212-2672

Abstract/Notes: Montessori teacher education, or “training” - as it is usually referred to, seems to be an intriguing example of a precisely defined and unique methodology of professional development conducted by the organizations which do not belong to the academic world but they are rather private, non-state funded entities or non-for-profit NGOs. Montessori education is practiced on all continents, in 154 countries, and is one of the dominant “alternative” to traditional schooling with estimated 15763 schools around the world. Such popularity also means that that there is a global demand for teachers prepared for working in accordance with this approach. Additionally, the founder of the pedagogy Maria Montessori left very clear instructions on the preparation of the adult. In this context the education of future Montessori practitioners is both described in detail and – to a large extent – elitist and privatized. At the same time the Montessori courses “use” specific techniques and technologies to “train” the teachers, which might be an interesting “lens” through which teacher education as such can be analyzed. The main research question of the empirical project was: how do Montessori approach trainees experience their participation in the training programs? The research was conducted between 2020 and 2022 and implemented qualitative research strategy, with two main data gathering methods: - 25 individual in-depth, narrative interviews with trainees from 18 countries - Participatory ethnographic observation in a three-year international training program The analysis of the interviews was conducted according to the strategy of phenomenography, and participatory observation followed the model of ethnography as outlined by Atkinson and Konecki The main result of the interviews’ analysis is the meanings outcome space consisting of four main descriptive categories: (1) training as struggle; (2) training as socializing; (3) training as unwanted but necessary step; (4) training as radical transformation. The ethnographic part of the research and the analysis of data (field notes, documents, communication entries; diary entries and jottings) allowed to identify a number of solutions and crucial ‘technologies’, among which: note taking, supervised practice, albums constructing and practice reflections seem to be most important. / Kształcenie nauczycieli Montessori, lub "szkolenie" - jak to się zwykle określa, wydaje się być intrygującym przykładem precyzyjnie zdefiniowanej i unikalnej metodologii rozwoju zawodowego prowadzonej przez organizacje, które nie należą do świata akademickiego, ale są raczej prywatnymi, niefinansowanymi przez państwo podmiotami lub organizacjami pozarządowymi non-profit. Edukacja Montessori jest praktykowana na wszystkich kontynentach, w 154 krajach i jest jedną z dominujących "alternatyw" dla tradycyjnego szkolnictwa, z około 15763 szkołami na całym świecie. Taka popularność oznacza również, że istnieje globalne zapotrzebowanie na nauczycieli przygotowanych do pracy zgodnie z tym podejściem. Ponadto założycielka pedagogiki Maria Montessori pozostawiła bardzo jasne instrukcje dotyczące przygotowania dorosłych. W tym kontekście edukacja przyszłych praktyków Montessori jest zarówno szczegółowo opisana, jak i - w dużej mierze - elitarna i sprywatyzowana. Jednocześnie kursy Montessori "wykorzystują" określone techniki i technologie do "szkolenia" nauczycieli, co może być interesującą "soczewką", przez którą można analizować edukację nauczycieli jako taką. Główne pytanie badawcze projektu empirycznego brzmiało: w jaki sposób stażyści podejścia Montessori doświadczają swojego udziału w programach szkoleniowych? Badanie zostało przeprowadzone w latach 2020-2022 i obejmowało jakościową strategię badawczą, z dwiema głównymi metodami gromadzenia danych: - 25 indywidualnych, pogłębionych wywiadów narracyjnych ze stażystami z 18 krajów - Etnograficzna obserwacja uczestnicząca w trzyletnim międzynarodowym programie szkoleniowym. Analiza wywiadów została przeprowadzona zgodnie ze strategią fenomenografii, a obserwacja uczestnicząca była zgodna z modelem etnografii nakreślonym przez Atkinsona i Koneckiego. Głównym wynikiem analizy wywiadów jest przestrzeń znaczeń składająca się z czterech głównych kategorii opisowych: (1) szkolenie jako walka; (2) szkolenie jako socjalizacja; (3) szkolenie jako niechciany, ale konieczny krok; (4) szkolenie jako radykalna transformacja. Etnograficzna część badania i analiza danych (notatki terenowe, dokumenty, wpisy komunikacyjne; wpisy do dziennika i notatki) pozwoliły zidentyfikować szereg rozwiązań i kluczowych "technologii", wśród których najważniejsze wydają się: robienie notatek, nadzorowana praktyka, konstruowanie albumów i refleksje praktyczne.

Language: English

Published: Glasgow, Scotland, 2023

Language: English

Published: New York, New York: American Montessori Society, 2023

ISBN: 978-1-66789-269-6

Abstract/Notes: The choices for public school education in the United States have evolved over recent years to include public Montessori programs. During this same time frame, special education inclusion practices have become prominent, making collaboration between general and special education teachers an essential piece of serving student needs. The problem addressed in this study was that researchers do not have a clear understanding of how Montessori teachers and special education teachers are collaborating to meet the needs of students in special education in Montessori public schools. The purpose of the study was to explore the ways teachers in Montessori public schools incorporate the practice of collaboration through the identified constructs despite the evident philosophical differences between Montessori education and traditional special education and the demand to support students with special needs. Data sources included in-depth interviews with 10 Montessori and special education teachers and were analyzed to identify patterns related to how teachers collaborate for students in inclusion in Montessori public schools. Findings indicated that time is the underlying barrier for developing deep collaborative relationships and there is a need to establish a plan for collaboration within Montessori public schools for students in inclusion. Recommendations include creation of an Inclusion Professional Learning Community including a map for intended collaboration.

Language: English

Published: Scottsdale, Arizona, 2015

Abstract/Notes: Photo of: Mme. Montessori, Famous for Her New System of Education for Children, Addressing 5,000 Teachers at Los Angeles - She is speaking in Italian, which Miss Adele McAlpine Pyle of New York City is rapidly translating into English. The photo actually depicts Maria Montessori and Adelia McAlpine Pyle delivering a speech in San Diego at the Panama-California Exposition at the Spreckels Pavilion.

Language: English

ISSN: 0362-4331

Abstract/Notes: Teachers' communication skills are one of the most critical aspects that must be considered in teaching-learning, especially in Montessori education, where the children are in the initial linguistic and cognitive development stage. Montessori classes provide designed environments, allowing children to exercise autonomy in selecting their tasks and actively engage in self-directed learning. If the teacher and children are not well prepared in the triangle of classroom environment, and management, it will be futile to teach the Montessori children. The study is designed to explore the Montessori teachers' effects on communication skills of the children's cognitive development. Private Montessori School of Karachi. This study uses the qualitative method for data collection and analysis. Semi-structured interviews with six teachers were conducted. The finding shows that Montessori teachers' communication skills are essential to students' cognitive and language development. Effective communication skills of teachers contribute to the holistic development of children. It is recommended that teachers be professionally trained, and a better classroom environment should be provided for self-learning based on auto-corrective strategies.

Language: English

DOI: 10.59670/jns.v33i.4413

ISSN: 1863-5954, 2197-5523

Abstract/Notes: La proposition pédagogique de Maria Montessori, au début du XXème siècle, était une alternative à l’enseignement traditionnel. Elle connait, un siècle plus tard, un engouement sans précédent dans l’école maternelle publique française. Quatre éléments contextuels en ont permis l’émergence : l’évolution de la prescription institutionnelle à l’égard de l’école maternelle ; des enseignants confrontés à des demandes sociétales et institutionnelles paradoxales ; des pratiques pédagogiques qui s’essoufflent ; une motivation des enseignants à faire faire évoluer ces mêmes pratiques. Une primarisation croissante de l’école maternelle en conflit avec une demande sociétale de prise en compte plus individuelle de l’enfant a en effet déstabilisé le corps enseignant créant ainsi les conditions d’un changement de pratiques. Dans ce développement, les réseaux créés sur Internet ont joué un rôle majeur pour permettre cette entrée en pédagogie Montessori, entre adaptation à la réalité des classes et conformité aux demandes institutionnelles. Au-delà des raisons qui ont présidé à la naissance de ce mouvement, il s’agit également, dans cet article, de retracer le parcours des premiers enseignants. Comment sont-ils parvenus à la pédagogie Montessori, se sont-ils formés à cette pédagogie et si oui de quelle façon ? [At the beginning of the 20th century, Maria Montessori's pedagogical was an alternative to traditional teaching. A century later, it is experiencing an unprecedented craze in French public nursery schools. Four contextual elements have enabled it to emerge: the evolution of institutional prescription with regard to nursery schools; teachers confronted with paradoxical societal and institutional demands; educational practices that are running out of steam; and teachers' motivation to change these same practices. The nursery schools becoming more like elementary schools in conflict with a societal demand for more individual attention to children has destabilized the teaching profession, thus creating the conditions for a change in practices. In this development, the networks created on the Internet have played a major role in allowing this entry into Montessori pedagogy, between adaptation to the reality of the classes and compliance with institutional demands. Beyond the reasons that led to the birth of this movement, this article also aims to retrace the career paths of the first teachers. How did they come to Montessori pedagogy, did they learn this pedagogy and if so in what way?]

Language: French

DOI: 10.3917/spec.012.0014

ISSN: 2256-7186, 2426-6272

Language: English

Language: English