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Examining the Beliefs of Montessori and Public-School Teachers Toward Inclusive Education Using the Theory of Planned Behavior
Available from: ProQuest Dissertations and Theses
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.
Published: Killeen, Texas, 2021
Offering Montessori Education Online for 2½ to 5½ Year Old Children Keeping Montessori Principles Intact
Available from: The Online Journal of Distance Education and e-Learning
Publication: The Online Journal of Distance Education and e-Learning, vol. 9, no. 1
Date: Jan 2021
Abstract/Notes: COVID–19 has forced preschools to resort to online education. While traditional schools have got adjusted to online teaching quickly, Montessori schools could not turn to online easily. Montessori education is considered to be impossible to offer through online mode to children at home, due to the lack of the prepared classroom, didactic materials and trained parents who could support children’s development. The current research presents an action research with an aim to convert Montessori education to online mode and develop a model for offering Montessori education online to the children between 2½ and 5 ½ years of age providing activity to the hands and senses and discusses the limitations and implications.
Comparison of Montessori & Non-Montessori Educated Students Higher Order Thinking Skills
Available from: International Journal of Development Research
Publication: International Journal of Development Research, vol. 13, no. 1
Date: Jan 2023
Abstract/Notes: It is essential to interpret information, determine its veracity, and assess its significance in today's society. Children need not acquire more information to be successful in the modern world; instead, they must develop higher-order thinking skills (HOTS). This study aims to establish whether or not children with a Montessori background have higher levels of HOTS than students with a non-Montessori background. The study analyzes data from a competency-based test in English, mathematics and science conducted for 78 fourth-grade students. It was discovered that the Montessori-educated children performed better in English and Science. Yet the difference in mathematics, where Montessori students scored higher, did not achieve much statistical significance.
Gateways to Montessori - Theory
Published: [India]: [Indian Montessori Centre], 
Gateways to Montessori - Practicals
Published: [India]: [Indian Montessori Centre], 
Anthropological Consideration and Infrastructure in ‘Children’s Houses’: An Explanation to the Montessori Method
Available from: Research Gate
Publication: International Research Journal of Education and Technology, vol. 5, no. 5
Date: May 2023
Abstract/Notes: The Montessori educational approach takes into account the fact that children learn in varied ways and accommodates them all. Each student is given the opportunity to grow as long as they are prepared, supported by their teacher, and have a unique learning plan. The Montessori approach encourages children’s physical development and growth by making sure they are active throughout the day. Along with receiving a comfortable sleep at night, children who are physically engaged frequently have stronger muscles and bones. The prepared atmosphere is referred to as the Montessori classroom. Everything has a place and a purpose in the thoughtfully designed learning environment. Everything is made to be open and accessible, the furniture is lightweight and child-sized, and the learning materials are made to fit in small hands. The present research work is an attempt to understand the effectiveness of the Montessori Method in terms of its anthropological considerations and the infrastructural setup of the learning environment.
The Montessori Method of Education of the Senses: The Case of the Children’s Houses
Available from: International Journal of Research Publication and Reviews
Publication: International Journal of Research Publication and Reviews, vol. 4, no. 5
Date: May 2023
Abstract/Notes: The Montessori method of teaching is founded on the idea that education should support rather than undermine a child’s natural abilities. Therefore, scientific research on children and an understanding of how development and learning work should serve as the foundation for education. A psychic force or ability is active through physical organs, causing the experience. The action of the structure acting as a proper origin and determining the force is seen from one perspective; the action of the feeling, which catches the practical and formally establishes experience, is seen from the opposite perspective. The use and development of the senses are stressed in the Montessori method. Doing this a child is observed and new ideas and methods are used to develop the senses in the child. This paper is an attempt to show the methods used by Dr. Montessori in her Children’s Houses to develop senses in children.
Texnokratik Jarayonda Maktabgacha Ta’limning Mualliflik Metodikalari [Authority Methods of Preschool Education in the Technocratic Process]
Available from: Interpretation and Researches
Publication: Interpretation and Researches, vol. 1, no. 8
Abstract/Notes: Mazkur maqola rivojlanib borayotgan texnokratik jamiyatda bolalar tarbiyasi doimo muhim ekanligi, Maria Montessori bolalarning o'z-o'zini o'rganish va rivojlantirish qobiliyatlariga ishonish va ularning o'rganish jarayonlarida o'z-o'zining yo'li bilan bormasligi xususida fikr yuritilgan. [This article discusses the importance of child education in a developing technocratic society, Maria Montessori's belief in children's self-learning and self-development abilities, and that they should not go their own way in their learning processes.]
Catechesis of the Good Shepherd: A Survey of Catechists Across Wisconsin
Available from: MINDS@UW River Falls
Abstract/Notes: The following research study collected and examined the current practices of Catechesis of the Good Shepherd catechists in Level I (ages 3-6) Atria throughout Wisconsin. Catechesis of the Good Shepherd (CGS), founded by Sofia Cavalletti and Gianna Gobbi, is the religious formation experience of children using the principles of the Montessori method. Around the question of religious formation, we explored literature regarding the Moral Development, Spirituality, and Religious Education of young children. Finding little on the religious formation of Catechesis of the Good Shepherd, while also considering the cultural practices and societal norms of local communities, we created a 22-question survey for CGS Level I catechists examining the qualities of the Atrium, catechist, prayer in the Atrium, and community support specific to Wisconsin. Using an online platform and distribution, we gathered surveys from 67 catechists from all five Roman Catholic dioceses in Wisconsin (Milwaukee, Madison, Green Bay, La Crosse, and Superior). Results focused on laying a foundation of baseline data of current practices. Results revealed that the current implementation of CGS is consistent with catechist training recommendations. Also, most dramatically, 100% of catechists regarded the catechesis as somewhat (31%) or strongly (69%) impacting the faith of the young child. Likewise, 89% of catechists also considered the experience strongly impacting their own faith. The mutual benefit reported for both adult catechists and children suggests that the effect of CGS in religious formation settings is compelling and worthy of investment and further study.
Published: River Falls, Wisconsin, 2023
Effective Nursing Interventions in ADL Care Affecting Independence and Comfort – a Systematic Review
Available from: ScienceDirect
Publication: Geriatric Nursing, vol. 52
Gerontology, Montessori-based interventions (MBI)
Abstract/Notes: Despite its frequent provision, evidence of nursing interventions in Activities of Daily Living (ADL) remains unclear. Hence, we addressed the research question: What are the effects of ADL nursing interventions on independence and comfort in adults across all care settings? We conducted a systematic review of randomized controlled trials and quasi-experimental studies described in systematic reviews. In three databases, we searched for systematic reviews that we used as a portal to select (quasi) experimental studies. After narratively summarizing the studies on characteristics, effects, and interventions, we assessed the risk of bias. Among the 31 included studies, 14 studies evaluated independence, 14 studies measured comfort, and three studies assessed both outcomes. Seven interventions significantly improved independence and seven interventions significantly improved comfort. The studies varied highly in intervention components, outcome measures, and quality. Evidence on ADL nursing interventions affecting independence and comfort remains fragmented and inconclusive, limiting guidance for nursing professionals.
Montessori-Geist und Montessori-Praxis in der Schule [Montessori Spirit and Montessori Practice in School]
Book Title: Montessori-Unterricht: Aus dem Montessori-Heft der Neuen Erziehung [Montessori lessons From the Montessori booklet of the New Education]
Maria Montessori - Speeches, addresses, etc., Montessori training courses, Trainings
Published: Berlin, Germany: Hensel and Co. Verlag, 1926
Montessori-Pädagogik bei mehrfach und verschiedenartig behinderten Kindern in der Montessori-Sonderschule [Montessori pedagogy for children with multiple and different disabilities in the Montessori special school]
Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [Montessori Pedagogy and the Handicapped Child: Papers and Results of the 18th International Montessori Congress (Munich, July 4-8, 1977)]
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Special education
Published: München: Kindler, 1978
Psychologisches zur Montessori-Methode: Aus dem Montessori-Heft der Neuen Erziehung [Psychological information on the Montessori method: From the Montessori booklet of the New Education]
Abstract/Notes: Distributed by the Deutsche Montessori-Gesellschaft with the January 1927 issue of their periodical "Montessori-Nachrichten".
Published: Berlin, Germany: Hensel and Co. Verlag, 1927
Rock 'N Roll School: New York City's Acorn School is an Ingenius and Economical Use of Found Space
Available from: US Modernist Library
Publication: Architectural Forum, vol. 137, no. 4
Date: Nov 1972
Americas, Architecture, North America, United States of America
ISSN: 0003-8539, 2769-0024
Doctoral Dissertation (Ph.D.)
Mathura Nagar ke Montessori School ki Shikshikaon ki Bhoomika evam Prastithi ka Samajshastritya Adhyayan [Sociological study of the role and status of teachers of Montessori school in Mathura city]
Available from: Shodhganga: Indian Theses
Asia, India, Montessori method of education - Teachers, Montessori schools, South Asia, Teachers
Published: Agra, India, 2001
Two Views of Neighborhood Schools: Kansas City, Vincent Questions Virtues of Neighborhood Schools; Minneapolis, Newuman Sees Possibilities Amid Community School Movement
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 9, no. 3
Date: Spring 1997
Abstract/Notes: Frank Vincent discusses neighborhood schools in Kansas City, Missouri. Jean Neuman discusses schools in Minneapolis, Minnesota.
A Study of Pre-School Education in the Republic of Ireland with Particular Reference to Those Pre-Schools Which are Listed by the Irish Pre-School Playgroups Association in Cork City and County
Available from: British Library - EthOS
Comparative education, Early childhood care and education, Early childhood education, Europe, Ireland, Montessori method of education, Northern Europe, Preschool education
Abstract/Notes: This study was undertaken in order to investigate the activities which took place in Irish pre-schools other than those within the formal school system. The principle focus of the research concerned the degree to which the pre-school children were being 'cognitively stretched' by the curriculum in which they were engaged. The social, linguistic, physical and creative development of these children was also considered.An historical review of the theory of play and recent research in this area was undertaken.Twenty-three pre-schools were taken at random from the membership list in Cork city and county of the Irish Pre- School Playgroups Association. One pre-school which was not a member was added. Prior to embarking upon the study, a history of the I.P.P.A. was given.The ethnographic research strategy was found to be the most suitable method of assessing empirically the nature and frequency of play in the pre-school. This study, which took place between 1986 and 1990, was therefore eclectic in nature, employing a multi-faceted approach encompassing a target child observational schedule, interviews, a study of classrooms, a questionnaire and an interaction analysis system.Briefly, the results showed that the 157 children engaged in this study were being cognitively stretched for approximately one quarter of the time if they were in a playgroup and approximately one half of the time if they were in a Montessori setting. Social and linguistic behaviour was limited by the actions of the pre-school leaders and physically or creatively challenging behaviour was rarely observed. The fact that the children played alone for half of the total time spent in the pre-school was most striking.The most important finding to emerge from the study of language in the twenty-four pre-schools was the fact that the children rarely communicated verbally. Dialogue was almost non-existent and children's questions were very sparse. In order to place the above in a National context, a questionnaire was sent in 1990 to a random sample of one hundred I.P.P.A. members in the 26 counties of the Republic of Ireland. Unfortunately, only 39 responded. However, of note was that approximately 25% of playgroup leaders had degrees and four-fifths of them were mothers in their mid-thirties. They strongly disagreed with the teaching of the 3Rs and felt that much more government money should be devoted to playgroups and in-service training for their personnel.
Published: Hull, England, 1993
City Garden Montessori School: Maintaining School Diversity in a Gentrifying Urban Neighborhood
Available from: JSTOR
Book Title: Coordination of Community Systems and Institutions to Promote Housing and School Integration
City Garden Montessori School (St. Louis, Missouri), Montessori schools
Published: [S.I.]: Poverty & Race Research Action Council, 2018
The Little School That Could . . . [Guadalupe Montessori School, Silver City, NM]
Publication: AMI/USA News, vol. 11, no. 4
Date: Oct 1998
Model Pembelajaran Montessori dalam Membangun Kedisiplinan Anak di TK Awliya Kota Cirebon [Montessori Learning Model in Building Child Discipline in Kindergarten Awliya Cirebon City]
Available from: Kiddo: Jurnal Pendidikan Islam Anak Usia Dini
Publication: Kiddo: Jurnal Pendidikan Islam Anak Usia Dini [Kiddo: Journal of Early Childhood Islamic Education], vol. 1, no. 2
Asia, Australasia, Indonesia, Montessori method of education, Southeast Asia
Abstract/Notes: Discipline is very important to be developed early on, while the definition of discipline itself is giving an understanding to which children should be obeyed and which should be avoided. Discipline also teaches children about making mistakes will certainly contain a number of consequences, for this reason the function of punishment in children's education. Discipline is a behavioral value that can be done by force and can be done voluntarily. This Montessori-based learning model can build discipline starting from getting children to tidy up their former food, washing dishes, being able to take responsibility for the assignments given by their teacher, which has been applied in kindergarten Awliya, Cirebon. This research uses descriptive qualitative method that seeks to provide background, unique characteristics. The data obtained through interviews, observation and documentation. The results showed that children in the Awliya Kindergarten in Cirebon City could build their discipline through a Montessori-based learning model. This habit is a rare beginning in building discipline in early childhood.
ISSN: 2716-1641, 2716-0572