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Article
Teachers, doctors, and Mdme. Montessori
Available from: HathiTrust
Publication: Journal of Experimental Pedagogy and Training College Record, vol. 2, no. 1
Date: Mar 1913
Pages: 43-53
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Language: English
Article
Music Refresher Course–A Primary Teacher's Perspective
Publication: Forza Vitale!, vol. 19, no. 2
Date: 2000
Pages: 7
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Abstract/Notes: AMI Refresher Course, San Diego, CA, January, 2000
Language: English
Article
Substitute Teachers
Publication: Forza Vitale!, vol. 17, no. 2
Date: 1998
Pages: 17–18
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Abstract/Notes: Includes sidebar, Substitute Teaching Portfolio (checklist for teachers)
Language: English
Article
Music Refresher Course–An Elementary Teacher's Perspective
Publication: Forza Vitale!, vol. 19, no. 2
Date: 2000
Pages: 8–9
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Abstract/Notes: AMI Refresher Course, San Diego, CA, January, 2000
Language: English
Article
Case Study of a Nongraded, Multiage Elementary School: Benefits Perceived by Teachers, Students, and Parents
Publication: ERS Spectrum, vol. 14, no. 4
Date: 1996
Pages: 16-26
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Abstract/Notes: Summarizes a case study examining how a nongraded, multiage schooling structure differs from a traditional grade structure, based on participants' perceptions. The ungraded school studied used responsive instruction, fostered student leadership and collaboration, created a family of learners, and encouraged student independence and responsibility. These themes helped educators create democratic schooling structures. (15 references) (MLH)
Language: English
ISSN: 0740-7874
Article
The Freeing of 'Otello the Terrible': A Montessori Story Embodying the Great Italian Teacher's Basic Message to American Mothers - 'Free Your Child'
Available from: HathiTrust
Publication: Delineator, vol. 83, no. 4
Date: Oct 1913
Pages: 14
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Language: English
Doctoral Dissertation
The Relationship Between Self-Concept and Stress of Elementary School Teachers Using Traditional and Montessori Methods of Teaching
Available from: ProQuest - Dissertations and Theses
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Abstract/Notes: The purpose of this study was to investigate the relationship between self-concept and perceived levels of stress in the teaching profession at the elementary school level. The subjects of the study were teachers from two communities--Romulus, Michigan and Buffalo, New York. The subjects were chosen by the schools in which they taught and by the methods of teaching which they used. One-half of the total number of the subjects used traditional methods of teaching and one-half of the total number of the subjects used the Montessori Method of teaching. The responses of these teachers were gathered during the 1981 winter school term. The instruments used to gather the data for the study were the Tennessee Self Concept Scale, the Maslach Burnout Inventory, and a personal data questionnaire. The levels of self-concept of the subjects were taken as indicated by the means of the total positive scores of the Tennessee Self Concept Scale. The levels of the subjects' perceived stress were taken as indicated by the means from the Maslach Burnout Inventory in the areas of emotional exhaustion, depersonalization, and personal achievement. Pearson product-moment correlations were found to determine if a significant relationship existed between self-concept and the perceived stress of the subjects. Demographic data from the questionnaire were used to divide the subjects into categories which were investigated for significant differences. One way analyses of variance were performed of the self-concept and stress means of the categories to determine if significant differences existed. Statistical significance was chosen at the 0.05 alpha level. For the thirteen null hypotheses formulated and tested, it was concluded that the subjects indicating higher self-concept means, as measured by the Tennessee Self-Concept Scale, also indicated lower stress means, as indicated on the Maslach Burnout Inventory, in the areas of emotional exhaustion and depersonalization, and higher means in the area of personal achievement. Null hypotheses formulated indicating no significant differences of stress or self-concept when the subjects were categorized by teaching methods, years of formal education, number of years of teaching experience, classroom racial dominance, number of students in the classroom, or marital status were all accepted. No significant differences were found at the 0.05 alpha level. The subjects of this study were shown to be similar in life style, education, and work environments. Further studies might bring to light differences if more varied teachers, teaching methods, and levels of education were taken into consideration. Replication of the study may also provide valuable information if performed with subjects from independent schools. A search for areas which the teachers feel are stress producing may also contribute to significant research.
Language: English
Published: Columbus, Ohio, 1981
Article
Montessori, Teachers, and the Role of Research
Publication: Montessori Life, vol. 4, no. 1
Date: 1992
Pages: 15–17
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Language: English
ISSN: 1054-0040
Doctoral Dissertation
Montessori as Metonymy: How Montessori Early Childhood Teachers Approach Race in the Classroom
Available from: Bethel University - Institutional Repository
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Abstract/Notes: The purpose of this qualitative study was to examine how Montessori early childhood teachers approach teaching about race and racial bias in their classrooms. Twenty-four Montessori early childhood teachers participated in an open-ended survey, and five teachers of those 24 participated in a data-informed online semi-structured interview. The interviewees received an infographic with narrative and graphics in which themes of the survey were detailed, a form of graphic elicitation. Surveys and interviews were coded and analyzed for themes. Themes were verified through independent coding by an independent analyst. Several themes that emerged from the surveys and interviews indicated that 1) Montessori early childhood teachers generally hold a race neutral view of early childhood, 2) Most Montessori early childhood teachers believe that young children do not have bias, 3) Most Montessori early childhood teachers believe that teaching about race and racial bias is implicit in their Montessori training on culture, peace, and respect, 4) Montessori early childhood teachers did not receive explicit instruction from their Montessori training or education programs regarding teaching about race and racial bias, and 5) Most Montessori early childhood teachers supplemented their training with books or developed lessons outside of those obtained in training to teach about race. Reasons for participants' beliefs around race, racial bias, prejudice, young children, and teaching are discussed, as well as the implications of these outcomes. The results of this study were used to develop recommendations for Montessori teachers, Montessori teacher education programs, and national Montessori organizations. Recommendations for further research suggest that a broad examination of demographics along with data on how Montessori teachers are teaching about race and racial bias may yield pertinent information that could further guide educators and trainers.
Language: English
Published: St. Paul, Minnesota, 2018
Article
The Eyes of a Child: Children as Teachers of Love
Publication: The National Montessori Reporter, vol. 7, no. 4
Date: Nov 1983
Pages: 2
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Language: English