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Book Section

Maria Montessori e l'India [Maria Montessori and India]

Book Title: Maria Montessori cittadina del mondo [Maria Montessori, citizen of the world]

Pages: 278-279

Asia, Conferences, India, International Montessori Congress (8th, San Remo, Italy, 22-29 August 1949), South Asia

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Abstract/Notes: Dal volume degli Atti dell'VIII Congresso Internazionale Montessori, svoltosi a S. Remo dal 22 al 29 agosto 1949 sul tema: "La formazione dell'uomo nella ricostruzione mondiale", edizione "Opera Montessori", Roma 1950, riportiamo il saluto augurale dell'Addetto culturale all'Ambasciata indiana di Roma, Madanjeet Singh. [From the volume of the Proceedings of the VIII Montessori International Congress, held in San Remo from 22 to 29 August 1949 on the theme: "The formation of man in world reconstruction", "Opera Montessori" edition, Rome 1950, we report the greeting of Cultural Attaché at the Indian Embassy in Rome, Madanjeet Singh.]

Language: Italian

Published: Roma: Comitato italiano dell'OMEP, 1967

Article

School Accreditation News

Available from: ProQuest

Publication: Montessori Life, vol. 27, no. 4

Pages: 18

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Abstract/Notes: The AMS accreditation designation indicates that an AMS member school meets a well-defined standard of excellence.ACTON MONTESSORI SCHOOL (Initial Accreditation) Acton Darlene Paquette, Head of School THE BOYD SCHOOL (Reaccreditation) 7 campuses in Northern Virginia MaryAnn Boyd, Head of School ETON SCHOOL (Reaccreditation) Bellevue, WA Russell Smith, Head of School THE HOCKESSIN MONTESSORI SCHOOL (Reaccreditation) Hockessin, DE Janette Henry, Head of School MARIPOSA MONTESSORI SCHOOL (Initial Accreditation-Infant, Toddler, Early Childhood, and Lower Elementary levels) Austin, TX Whitney Falcon, Head of School MONTESSORI ACADEMY OF CHICAGO (Initial Accreditation) Chicago, IL Fosca White, Head of School MONTESSORI CHILDREN'S HOUSE OF AUBURN (Initial Accreditation) Auburn Kari Cafeo, Head of School NORTHGLADE MONTESSORI MAGNET SCHOOL (Reaccreditation) Kalamazoo, MI Dale Mogaji, Head of School SHREWSBURY MONTESSORI SCHOOL (Initial Accreditation) Shrewsbury Kari Cafeo, Head of School SUMMIT MONTESSORI SCHOOL (Initial Accreditation-Toddler, Early Childhood, and Lower Elementary levels) Framingham Martha Torrence, Head of School THE VILLAGE SCHOOL (Reaccreditation) Waldwick, NJ Marilyn Larkin, Head of School WEST SIDE MONTESSORI (Reaccreditation) Toledo, OH Lynn Fisher, Head of School WOODINVILLE MONTESSORI SCHOOL (Reaccreditation) Bothell, WA Mary Schneider, Head of School WYOMING VALLEY MONTESSORI SCHOOL (Reaccreditation) Kingston, PA Dennis Puhalla, Head of School

Language: English

ISSN: 1054-0040

Doctoral Dissertation

Pilgrims and Guides: A Phenomenological Study of Montessori Teachers Guiding and Being Guided by Children in Public Montessori Schools

Available from: University of Maryland Libraries

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Abstract/Notes: This study explores the experiences of public school Montessori teachers. Max van Manen’s methodology for hermeneutic phenomenological research provides a framework for the study, and the philosophical writings of Gadamer, Abram, and Levinas guide the textual interpretations. Voices of curriculum theorists, in conversation with Maria Montessori’s words, reveal possibilities for understanding the experiences of Montessori public school teachers in the context of contemporary curriculum discourse. Six public school Montessori teachers engage with the researcher in a series of open-ended conversations. These elementary school teachers work with majority minority student populations in three different urban school districts. They range in age from mid-30s to early 60s, and have between 5 and 33 years of teaching experience in public Montessori schools. Their conversations illuminate the experience of teaching in public Montessori schools in three main themes. The teachers tell of being transformed and drawn-in to a way of life as they take Montessori training. They speak of the goodness of work that calls children to concentrate their energies and grow into active, caring and responsible people. Finally, they reflect on boundaries of difference encountered in the hallways and meeting places of public schools, and the shadows cast by state tests. The study suggests a need for Montessori teachers in public schools to participate in open-hearted conversations with parents, non-Montessori educators and administrators about what they are trying to do in their classrooms. It also reveals that decisions made by school administrators have a powerful effect on the ability of Montessorians to create engaging, child-centered learning environments. Finally, the study suggests a need for teachers, administrators, teacher-educators, and policy makers to embrace the questions and possibilities for creative growth inherent in tensions between the conflicting paradigms of adult-driven technical/scientific educational schema and the Montessori developmentally-based teaching style.

Language: English

Published: College Park, Maryland, 2007

Article

Reconstructing Montessori: On Being an Authentic Montessori School

Available from: ProQuest

Publication: Montessori Life, vol. 18, no. 2

Pages: 36-43

Child development, Educational change, Elementary education, Montessori method of education, Montessori schools, Nongraded schools, Observation (Educational method), Parents, Program effectiveness, Program evaluation, Transformational leadership, ⛔ No DOI found

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Abstract/Notes: In preparation for the centennial of Montessori education, school leaders have a unique responsibility--not only to the communities, but also to Dr. Montessori's memory--to revise the educational practices in a manner that is both respectful of her theories and responsive to a changing educational landscape. This article outlines one example of Whitby School's attempt to live up to the challenge of being an authentic Montessori school, as laid down by its founder, Nancy McCormick Rambusch. The author focuses on determining the characteristics, goals, and structure of the Second Plane of Development and addresses the needs of the children. The responsibilities of the leader of an authentic Montessori school to facilitate the thoughtful interpretation of Montessori philosophy and to foster respectful dialogue about Montessori practice, in the same manner so ardently championed by Nancy McCormick Rambusch. These are, as they always have been, the "inevitable tasks" required of authentic leaders in Montessori education. (Contains 9 figures.)

Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Türkiye’de Montessori Yöntemi ile İlgili Yapılan Çalışmaların İncelenmesi / Investigation of Studies on Montessori Method in Turkey

Available from: DergiPark Akademik

Publication: Yaşam Becerileri Psikoloji Dergisi / Life Skills Journal of Psychology, vol. 5, no. 10

Pages: 101-118

Asia, Literature reviews, Middle East, Turkey, Western Asia

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Abstract/Notes: Montessori Yöntemi, bir eğitim sistemidir ve Maria Montessori tarafından oluşturulmuştur. Maria Montessori İtalyan bir pedagog ve ülkesinin ilk kadın doktorudur. Montessori sistemi çocuğu merkeze alır ve çocuğa görelik ilkesiyle hareket ederek, çocuğa uygun oluşturulmuş bir çevreye dayanır. Çocuğun ilgi alanları ve yetenekleri dikkate alınarak, bireysel öğrenme hızının olduğunu kabul eder ve bunu temel alan esnek bir eğitim süreci oluşturur. Montessori yöntemi bir sentezdir; çocukların içlerindeki potansiyeli fark edip keşfetmelerini ve karakterlerini oluşturmalarını amaçlar. Ayrıca çocuğun içindeki potansiyele ulaşması için düzenlenmiş bir alana ve özgürlüğe ihtiyacı olduğunu savunur. Ülkemizde Montessori konusu ile ilgili bilimsel çalışmalara önem verildiği ve çalışmalarının son yıllarda arttığı gözlemlenmektedir. Bu araştırmada, ülkemizde Montessori metodu ve uygulamaları ile ilgili, 2010-2021 yılları arasında yazılan tez ve makaleler, belirlenen ölçütlere göre incelenerek, hem bu metodun güvenilirlik ve geçerliliğini görmek hem de yapılacak yeni araştırmalara fikir vermek amaçlanmıştır. Bu çalışma nitel bir araştırma olup, amaçsal öğrenme stratejilerinden ölçüt öğrenme yöntemi ve doküman tarama (analizi) tekniği kullanılmıştır. Google Akademi, Dergipark ve Ulusal Tez Merkezi veri ortamlarından “montessori” kelimeleri ile kaynaklar taranmış ve 48 tez çalışması, 36 makale çalışması olmak üzere toplam da 84 çalışmaya ulaşılmıştır. Araştırmadan elde edilen bulgulara bakıldığında; ülkemizde Montessori metoduna yönelik çalışmalarının yoğunluğunun son 5 yıla ait olduğu saptanmıştır. Araştırmaların büyük bir bölümünün okul öncesi kademesinde yapıldığı söylenebilir. Yapılan çalışmaların tamamına yakınının sonuç bölümlerinde, Montessori yöntemi ile eğitim alan çocukların lehine değişim gözlendiği belirtilmiştir. / The Montessori Method is an education system and was created by Maria Montessori. Maria Montessori is an Italian pedagogue and the first female doctor in her country. The Montessori system puts the child in the center and, acting on the principle of relative to the child, is based on an environment created suitable for the child. Considering the interests and abilities of the child, it accepts the individual learning speed and creates a flexible education process based on this. The Montessori method is a synthesis; It aims for children to realize and discover the potential within them and to create their characters. He also argues that the child needs a regulated space and freedom to reach their potential. It is observed that scientific studies on the subject of Montessori are given importance in our country and their studies have increased in recent years. In this study, it is aimed to see the reliability and validity of this method and to give an idea for new researches by examining the theses and articles written between 2010-2021 about the Montessori method and its applications in our country, according to the determined criteria. This study is a qualitative research and criterion learning method and document scanning (analysis) technique, which are purposeful learning strategies, were used. Sources were scanned with the words "montessori" from Google Academy, Dergipark and National Thesis Center data environments, and a total of 84 studies, including 48 thesis studies and 36 article studies, were reached. Considering the findings obtained from the research; It has been determined that the intensity of the studies on the Montessori method in our country belongs to the last 5 years. It can be said that most of the studies were conducted at the preschool level. In the conclusion sections of almost all of the studies, it was stated that a change was observed in favor of the children who received education with the Montessori method.

Language: Turkish

DOI: 10.31461/ybpd.1026936

ISSN: 2587-1536

Article

Montessori Will Demonstrate with L. A. School Pupils: World-Famous Teacher Will Be Met Here May 1 by Prominent Educators

Available from: Newspapers.com

Publication: Los Angeles Express (Los Angeles, California)

Pages: 13

Americas, Maria Montessori - Biographic sources, North America, United States of America

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Abstract/Notes: World-Famous Teacher Will Be Met Here May 1 by Prominent Educators To be used by Dr. Maria Montessori in demonstrating her world-famous system of teaching, is an honor soon to befall a class of little Los Angeles children. They are too young now to understand the significance of it, but, in years to come, they will no doubt recall with pride that they were the first youngsters, outside Rome, to learn from the hands and lips of the great Italian "Dottoressa," as her friends and admirers lovingly call the inventor of the Montessori system. Miss Catherine Moore, who is conducting the arrangements for Dr. Montessori's coming May 1, is receiving letters and telegrams from prominent educators all over the country. Many of them are coming. OFFERS COOPERATION. Mrs. Alexander Graham Bell, president of the Montessori Educational Association of Washington, D. C., has just written congratulating Los Angeles and offering co-operation. The association includes Philander P. Claxton, United States Commissioner of Education; Miss Margaret Woodrow Wilson and many other members of Washington official circles. San Francisco wants the "Dottoressa," and so does San Diego. "President [Superintendent J.H.] Francis, by his early recognition and understanding of her system, is to be credited for the coming of Dr. Montessori to Los Angeles first of any city outside of Italy," said Miss Moore. "The whole country is now interested." Classes will be held at the East Seventh street school, Saint Catherine's nonsectarian school and the Hotel Maryland, Pasadena. The children of Miss Moore's class at Saint Catherine's will be used for demonstrations every Saturday during the course. ADDRESS BY LETTER. Swarms of callers, anxious to learn more of Dr. Montessori, have made it difficult for Miss Moore to carry on her public school work, and she has been forced to ask every one to address her by letter at the East Seventh street school. Miss Moore, who has long been a Montessori enthusiast, learned Italian in the Dante Alighieri night school in this city and later went to Rome, where she studied with the "Dottoressa," who, contrary to popular belief, is not an aged woman, for Montessori recently celebrated her forty-fourth birthday. TO VISIT San Diego. Dr. Montessori has accepted the invitation of the officials of the San Diego exposition to visit the exposition in July, according to Dr. Mary Paul-Jordon of 456 North Juanita street. Officials of the exposition received a cablegram from Dr. Montessori, who is still in Rome, late yesterday. This information was received by Dr. Jordon in a telegram from Duncan MacKinnon, superintendent of schools of the Southern city [San Diego], last night.

Language: English

Article

✓ Peer Reviewed

Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Available from: Frontiers in Psychology

Publication: Frontiers in Psychology, vol. 8

Pages: Article 1783

Academic achievement, Americas, Cognitive development, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, Philosophy of mind, United States of America

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Abstract/Notes: Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3 to 6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.

Language: English

DOI: 10.3389/fpsyg.2017.01783

ISSN: 1664-1078

Article

Montessori Milestones [Lillian Mullane, Joy Turner, Lexington (MA) Montessori School, The Montessori School (Albuquerque, NM), teacher education scholarships]

Publication: Montessori Life, vol. 5, no. 4

Pages: 8–9

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Language: English

ISSN: 1054-0040

Article

Montessori Milestones [Chiaravalle Montessori School, Evanston, IL; Wyoming Valley Montessori School, Kingston, PA; AMS scholarships]

Publication: Montessori Life, vol. 5, no. 1

Pages: 15–16

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Language: English

ISSN: 1054-0040

Article

✓ Peer Reviewed

Implementasi Prinsip-prinsip Montessori dalam Pembelajaran AUD [Implementation of Montessori Principles in AUD Pembelajaran Learning]

Available from: Universitas Islam Negeri Sunan Kalijaga (Indonesia)

Publication: Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini [Golden Age: Scientific Journal of Early Childhood Development], vol. 3, no. 2

Pages: 91-102

Asia, Australasia, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia

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Abstract/Notes: Penelitian ini bertujuan untuk mengetahui bagaimana implementasi prinsip-prinsip Montessori dalam pembelajaran,  Apa saja faktor pendukung dan penghambat implementasi prinsip Montessori dalam pembelajaran, Dampak menggunakan prinsip Montessori dalam pembelajaran terhadap perkembangan anak di Kelompok Bermain (KB) Safa Islamic Preschool Yogyakarta. Jenis penelitian adalah penelitian kualitatif yang bersifat diskriptif. Subjek penelitian adalah pemilik KB, kepala KB, guru KB dan anak-anak KB Safa Islamic Preschool Yogyakarta. Obyek penelitian ini adalah pembelajaran prinsip Montessori di KB Safa Islamic Preschool Yogyakarta. Pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi. Analisis data dilakukan dengan cara reduksi data, display data, dan penarikan kesimpulan. Teknik penilaian keabsahan data menggunakan triangulasi teknik dan sumber. Hasil penelitian ini menunjukkan bahwa Pertama, Implementasi pembelajaran berbasis prinsip Montessori melalui lima area model pembelajaran Montessori yaitu area sensorial, area matematika, area ilmu pengetahuan dan kebudayaan, area bahasa dan area keterampilan hidup yang berjalan dengan sistem penggabungan lintas usia disetiap kelompoknya. Kedua, Faktor pendukung dan penghambat, faktor yang mendukung di antaranya perencanaan dengan konselor pendidikan Montessori, pendidikan dan pelatihan Montessori, seluruh guru inti adalah sarjana. Faktor yang menghambat yaitu keterbatasan media pembelajaran, terjadinya pergantian guru, kurangnya pemahaman wali murid mengenai pembelajaran lintas usia. Ketiga, Dampak prinsip Montessori terhadap perkembangan anak adalah menjadi mandiri, kritris dan perkembangan sosial yang meningkat. [This study aims to find out how to implement Montessori principles in learning, what are the supporting and inhibiting factors for implementing Montessori principles in learning, the impact of using Montessori principles in learning on child development in the Safa Islamic Preschool Playgroup (KB) Yogyakarta. This type of research is descriptive qualitative research. The research subjects were family planning owners, family planning heads, family planning teachers and family planning children at Safa Islamic Preschool Yogyakarta. The object of this research is the learning of Montessori principles at KB Safa Islamic Preschool Yogyakarta. Collecting data using interview, observation, and documentation techniques. Data analysis was carried out by means of data reduction, data display, and drawing conclusions. The technique of assessing the validity of the data uses triangulation of techniques and sources. The results of this study indicate that first, the implementation of Montessori principle-based learning through five areas of the Montessori learning model, namely the sensorial area, the mathematics area, the science and culture area, the language area and the life skills area which runs with a cross-age system in each group. Second, the supporting and inhibiting factors, the supporting factors include planning with a Montessori education counselor, Montessori education and training, all core teachers are undergraduates. The inhibiting factors are the limitations of learning media, the occurrence of teacher changes, the lack of understanding of students' parents regarding cross-age learning. Third, the impact of the Montessori principle on children's development is to become independent, critical and increase social development.]

Language: Indonesian

DOI: 10.14421/jga.2018.32-03

ISSN: 2502-3519, 2798-3234

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