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Article
Society; Normal School for Montessori Teachers
Available from: California Digital Newspaper Collection
Publication: Riverside Daily Press (Riverside, California)
Date: Oct 12, 1916
Pages: 4
Florence P. Griffith - Biographic sources, Helen Parkhurst - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori method of education, Montessori method of education - Teacher training, Montessori method of education - Teachers, National Montessori Promotion Fund, Teacher training, Teachers
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Abstract/Notes: A new departure in the educational work of the world is taking place in New York in the establishment of a normal school for the training of Montessori teachers. Miss Helen Parkhurst, Montessori supervisor of America, has been chosen by Dr. Montessori to preside over this school, which opened on Oct. 3. A two-year course is offered, embracing various related subjects. Dr. Montessori, who is now in Spain, is to sail shortly for New York in order to take an active part in its conduct. Her lectures and supervision are in themselves of such importance and illumination as to render any pilgrimage and effort to obtain her instruction abundantly worth while. The founding of this school is the first definite step toward the standardization of Montessori teaching. Our country is to be congratulated not only on what we may hope is the beginning of preparation for Montessori teaching in the public schools, but aslo in having the great Italian educator permanently with us. Information concerning entrance to the school may be had through Mrs. T. R. Griffith [Florence P. Griffith], of No. 10 Aurora drive.
Language: English
Book Section
Montessoris Sicht der "neuen Lehrerin" [Montessori's view of the "new teacher"]
Book Title: Montessori-Pädagogik das Kind im Mittelpunkt
Pages: 59-69
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Language: German
Published: Wien, Austria: Jugend & Volk, 2020
ISBN: 978-3-7100-4362-8 3-7100-4362-X
Article
Dr. Montessori on Her Method; Function of the Teacher
Publication: The Times (London, England)
Date: Apr 2, 1925
Pages: 17
Maria Montessori - Biographic sources, Maria Montessori - Philosophy
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Language: English
ISSN: 0140-0460
Article
The World's Hope; Dr. Montessori on Childhood; Danger of Untrained Teachers
Publication: The Times (London, England)
Date: Jun 23, 1922
Pages: 16
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education - Criticism, interpretation, etc.
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Language: English
ISSN: 0140-0460
Article
Dr. Montessori in London; Two Months' Course for Teachers
Publication: The Times (London, England)
Date: Sep 1, 1919
Pages: 13
England, Europe, Great Britain, Maria Montessori - Biographic sources, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Northern Europe, Teacher training, United Kingdom
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Language: English
ISSN: 0140-0460
Article
The Montessori Method; Report from a London County Council Teacher
Publication: The Times (London, England)
Date: Feb 26, 1914
Pages: 12
England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Northern Europe, United Kingdom
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Language: English
ISSN: 0140-0460
Article
The Montessori System; Second Training Course for Teachers in Rome
Publication: The Times (London, England)
Date: Jan 9, 1914
Pages: 10
International Montessori Training Course (2nd, Rome, Italy, 1914), Montessori method of education - Study and teaching, Montessori method of education - Teacher training
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Language: English
ISSN: 0140-0460
Article
Conference of London Teachers; The Montessori Method
Publication: The Times (London, England)
Date: Jan 3, 1913
Pages: 2
Conferences, England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Northern Europe, United Kingdom
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Language: English
ISSN: 0140-0460
Article
Prekindergarten Teachers' Perspectives on Classroom Environments and Barriers to Optimal Learning Spaces
Available from: Springer Link
Publication: Early Childhood Education Journal
Date: Jul 6, 2023
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Abstract/Notes: Physical classroom environments for young children and the quality of those environments have typically been studied by utilizing various rating scales. Research is limited on early childhood educators’ perspectives and decision-making processes in striving to create optimal physical classroom environments during the school year. This qualitative study used the theoretical lens of Bronfenbrenner’s microsystem to examine 22 prekindergarten lead teachers’ decision-making processes regarding initial set up of physical classroom environments, their ability to modify and update their classroom during the school year, and the barriers they face in providing optimal learning environments. Findings indicated that prekindergarten teachers dedicate most of their time, attention, and resources to physical classroom environments at the start of the school year. Great variations were found in the amount of autonomy the teachers had in set-up and materials selection. Updating and modifying those physical classroom environments also varied greatly depending on school setting and teacher experience. The main barriers revolved around budgets, physical space, and time. Implications for child care quality are discussed.
Language: English
DOI: 10.1007/s10643-023-01515-6
ISSN: 1573-1707
Master's Thesis
Examining the Beliefs of Montessori and Public-School Teachers Toward Inclusive Education Using the Theory of Planned Behavior
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: This study examines the differences between Montessori guides and public-school teachers regarding their knowledge and implementation of inclusive practices in the classroom using the Theory of Planned Behavior (TPB). TPB claims that perceptions of attitudes, subjective norms, and behavioral control predict intentions to engage in a particular behavior. The present research utilized a mixed-methods approach to assess participants’ personal definitions of inclusive education and predict intention to perform inclusive practices from teachers’ attitudes, subjective norms, and perceived behavioral control. Because public-school teachers are required to attend training, they were predicted to be more knowledgeable than Montessori guides about inclusive practices. Sixty-six teachers participated, but contrary to predictions, definitions provided by both public-school teachers (n = 35) and Montessori guides (n = 31) indicated poor understanding of inclusion with no differences between groups. Analysis of the TPB variables revealed significant differences in attitudes with Montessori guides expressing more positive attitudes than public-school teachers. Qualitative analyses supported this result as Montessori guides used more positive emotional terms in their definitions than public-school teachers who used more neutral terms. Multiple regression analysis showed that the TPB model predicted intention to perform inclusive practices (R2 = .73) with only perceived behavioral control and past behavior statistically significant predictors. These results indicate that despite positive attitudes, participants may lack sufficient, concrete understanding of strategies that would allow them to carry out inclusive practices. Results revealed that training is needed to clarify the definition of inclusion and provide actionable tasks for implementing inclusion in the classroom.
Language: English
Published: Killeen, Texas, 2021