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Article
The Elementary Alumni Association, a Personal Note
Publication: Family Life (AMI/USA), no. 7
Date: Fall 1985
Pages: 10-11
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Language: English
Article
Child's Personality
Publication: Montessori Observer, vol. 12, no. 4
Date: Nov 1991
Pages: 2-4
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Language: English
ISSN: 0889-5643
Article
Dr. Maria Montessori: The Achievement and Personality of an Italian Woman Whose Discovery is Revolutionizing Educational Methods
Available from: HathiTrust
Publication: Good Housekeeping Magazine, vol. 55, no. 1
Date: Jul 1912
Pages: 24-29
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Language: English
ISSN: 0731-1893
Article
Personalities
Available from: California Digital Newspaper Collection
Publication: The Coronado Strand (Coronado, California)
Date: Aug 25, 1915
Pages: 3
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: "Dr. Maria Montessori is spending a few weeks in Coronado, and is located at 756 C avenue."
Language: English
Article
IES Arrow-Dot Longitudinal Study of Personality Development in Preschool Children
Available from: SAGE Journals
Publication: Perceptual and Motor Skills, vol. 40, no. 1
Date: Feb 1975
Pages: 209-210
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Abstract/Notes: Preschool children were administered the IES Arrow-Dot at the beginning and end of the school year and scores compared with those based on a prior study in a Montessori preschool. Developmental trends of declining Impulsivity and rising Ego scores were corroborated. Superego development remained almost stable in contrast to a significant rise for the Montessori sample. Results support effective use of the test with preschoolers to assess baselines and developmental patterns of personality integration.
Language: English
DOI: 10.2466/pms.1975.40.1.209
ISSN: 1558-688X, 0031-5125
Article
Improving the Context for Inclusion: Personalising Teacher Development Through Collaborative Action Research
Available from: Taylor and Francis Online
Publication: Educational Action Research, vol. 20, no. 4
Date: 2012
Pages: 623-624
Article
Człowiek upodmiotowiony. Właściwości osobowości autorskiej absolwentów klas Montessori. Raport z badań / The Empowered Human-Being. Self-Authoring Personality Characteristics of Graduates of Montessori Classes. A Research Report
Available from: Jesuit University Ignatianum in Krakow
Publication: Edukacja Elementarna w Teorii i Praktyce / Elementary Education in Theory and Practice, vol. 13, no. 1 (whole no. 47)
Date: 2018
Pages: 105-120
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Abstract/Notes: The article presents a study on the level of self-authorizing personality development conducted in 2013-2016 within a group of 69 adolescents, alumni of a Montessori school in Lublin then aged 16-21. The method for collecting empirical data was a POA questionnaire designed by K. Obuchowski, measuring 3 main dimensions of personality: subjectivity, being a person and individual valuation standards. The results proved that almost all of the graduates of Montessori classes had developed self-authoring characteristics at an optimum level. The average results of the three main dimensions of the author’s personality: subjectivity, being a person and taking an attitude are significantly higher than the theoretical average of the scale, which allows the determination of a high level of all areas of authorial personality and the co-occurrence of the aforementioned properties. The obtained values in the range of 14 differential categories of the author’s personality are significantly higher from the theoretical average of the scale and inform about the high level of all personality characteristics. There was no difference in the personality profile due to the sex of the graduates. According to Obuchowski’s observations, the respondents realize their needs and are able to distance themselves from them, develop themselves, guide the sense of their existence, positively assess themselves, their goals and the world around them. The ability of the subjects to generate a set of reasons that underlie the strongest subjective standard of valence (attitude) means not only the mastering and dominance of abstract operations, which condition the conscious creation of private knowledge, become independent of the control of a specific experience, create the opportunity for effective long-distance operation and enables them to make responsible choices. / Artykuł prezentuje badania nad poziomem rozwoju tzw. osobowości autorskiej, przeprowadzone w latach 2013–2016 na próbie 69 absolwentów szkoły Montessori w Lublinie, w wieku 16–21 lat. Do zebrania danych empirycznych posłużył opracowany przez K. Obuchowskiego kwestionariusz POA, mierzący trzy zasadnicze wymiary osobowości: podmiotowość, bycie sobą i indywidualne standardy waluacyjne. Wyniki przeprowadzonych badań pozwalają stwierdzić, że niemal wszyscy badani absolwenci szkoły Montessori rozwinęli w sobie właściwości autorskie na poziomie optymalnym. Średnie wyniki trzech głównych wymiarów osobowości autorskiej: podmiotowość, bycie osobą i ustosunkowanie są istotnie wyższe od średniej teoretycznej skali, co pozwala wnioskować o wysokim poziomie wszystkich obszarów osobowości autorskiej oraz o współwystępowaniu wspomnianych właściwości. Otrzymane wielkości średnich w zakresie 14 kategorii różnicowych osobowości autorskiej są istotnie wyższe od średniej teoretycznej skali i informują o wysokim poziomie ukształtowania wszystkich cech osobowości autorskiej. Nie odnotowano zróżnicowania profilu własności osobowości autorskiej ze względu na płeć i wiek indagowanych absolwentów. Zgodnie z obserwacjami K. Obuchowskiego, badane osoby uświadamiają sobie swoje potrzeby i potrafią się do nich zdystansować, rozwijają się, kierując sensem swojego istnienia, pozytywnie oceniają siebie, swoje cele oraz świat wokół siebie. Zdolność generowania przez badanych zestawu racji leżących u podstaw najsilniej odczuwanego podmiotowego standardu waluacji (ustosunkowanie), oznacza nie tylko opanowanie i dominację operacji abstrakcyjnych, które warunkują świadome tworzenie prywatnej wiedzy, uniezależniają od kontroli konkretnego doświadczenia, stwarzają szansę skutecznego działania na długi dystans, umożliwiają podejmowanie odpowiedzialnych wyborów.
Language: Polish
DOI: 10.14632/eetp.2017.13.47.105
ISSN: 1896-2327, 2353-7787
Article
Interpersonal Relations in Four-year Dyads from Constructivist and Montessori Programs
Available from: ScienceDirect
Publication: Journal of Applied Developmental Psychology, vol. 8, no. 4
Date: 1987
Pages: 481-501
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Abstract/Notes: Forty 4-year-old children from Constructivist and Montessori preschool programs were compared on social-cognitive competence. The Experimenter (E) taught children in pairs to play a board game in Session 1, and in Session 2 asked them to play the game by themselves. Analysis of video and transcripts of 2208 behavioral units using Selman's coding of interpersonal negotiation strategies showed that Montessori pairs used a significantly higher proportion of strategies at Level 1, and Constructivist pairs used a significantly higher proportion of strategies at Level 2. Less conflict was found in Constructivist pairs, and they resolved their conflicts significantly more frequently. Within conflict segments, Montessori children had a significantly higher proportion of Level 0 strategies, and Constructivist pairs had a significantly higher proportion of Level 2 strategies. Both groups followed some basic rules equally well, but Constructivist pairs followed other rules more consistently. Although no difference was found in general ability to count dots on the die, Constructivist children on the whole counted spaces on the board more accurately. It was concluded that children from the Constructivist program were more advanced in social-cognitive competence than children from the Montessori program.
Language: English
DOI: 10.1016/0193-3973(87)90035-9
ISSN: 0193-3973
Article
The Montessori Approach as a Model of Personalized Instruction
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 6, no. 2
Date: 2020
Pages: 13-25
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Abstract/Notes: I present a brief overview of the key elements of personalized learning and Montessori education, a related pedagogical approach, aiming to examine common theoretical principles and key elements. I discuss the common features of personalized instruction and the Montessori approach of education. Both personalized instruction and the Montessori approach stand firmly on a constructivist paradigm and share many philosophical and theoretical principles. Research has shown that Montessori education is one of the most visible models that incorporates numerous aspects of personalized instruction and shares many common elements with personalized learning. This research has shown that, while personalized instruction also suggests many strategies for implementation of the concept, Montessori education actualizes the principles of personalized learning.
Language: English
ISSN: 2378-3923
Article
Uno sguardo verso figure ibride all'interno dell'Università: il personale tecnico scientifico
Available from: MeTis Journal
Publication: MeTis. Mondi educativi. Temi, indagini, sugestioni, vol. IV, no. 2
Date: Dec 2014
Pages: [unpaged]
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Abstract/Notes: Il presente contributo analizza la figura dei professionisti del settore tecnico-scientifico presente all’interno delle Università italiane. Nello specifico, descrive uno studio di caso svolto presso l’Università degli Studi di Foggia che ha coinvolto il personale tecnico scientifico presente in tre diversi Dipartimenti (di studi Umanistici, di Scienze Agrarie, di Medicina Clinica e Sperimentale). Attraverso le interviste al personale tecnico-scientifico è stato possibile elaborare dati che attestano le competenze di tale figura professionale ritenuta ibrida e con un futuro del tutto incerto. / This paper analyzes the professional role of the “scientific technician” inside Italian universities. Specifically, it describes a case study conducted at the University of Foggia, which involved technical staff Scientific present in three different departments (Humanistic Studies, Agricultural Science, and Clinical and Experimental Medicine).
Language: Italian
DOI: 10.12897/01.00063
ISSN: 2240-9580