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Doctoral Dissertation (D.Min.)
Incorporating Dr. Montessori's Catholic Vision within a Religiously Diverse Catholic School
Available from: ProQuest - Dissertations and Theses
Americas, Maria Montessori - Biographic sources, Montessori method of education - Criticism, interpretation, etc., Montessori schools, North America, Religious education, United States of America
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Abstract/Notes: As Pope Francis challenges Catholics to become missionary disciples, Church members have the opportunity to shape the institutions that influence our youth by empowering laypeople to model the faith with love and enthusiasm. Many within the Church have recognized a need to re-vitalize Catholic schools as enrollment continues to decline and teachers and students come from increasingly secular backgrounds. Catholic schools today are also experiencing increases in numbers of non-Catholic students and staff. A persistent question involves the meaning of “Catholic” in “Catholic schools.” In an increasingly plural society, what distinct ethos do we offer to our own people but also to society? In this context of crisis the purpose of this ministry project was to offer hope of galvanizing a Catholic ethos for a particular school, the Franciscan Montessori Earth School (FMES). The genesis of the project lies in the culture of the Montessori pedagogy, but its tools may be helpful to other Catholic schools. The project sought to form the lay staff at FMES in the Catholic ethos, with a focus on dialogue and communion, to become more aware of God’s love in the educational process and open more space in the daily life of the school for spiritual development. Given that the school community is composed of people from diverse religious or non-religious backgrounds who also value and respect Montessori pedagogy, the linchpin of the project was the pedagogy—a way of entrance to understanding a Catholic vision of education. The research showed an openness to the idea of spiritual development, growth in understanding the Catholic vision of the pedagogy that gives the school its particular charism, and willingness to try new concrete practices that acknowledge the spiritual needs of young people and adults alike. The project also revealed a hesitancy among staff about religious elements of spiritual development even as they were open to considering the role of interreligious dialogue at a Catholic school. The project opened up new ideas for fostering Catholic identity in a way that respects religious differences.
Language: English
Published: Washington, D.C., 2022
Article
Building the Inclusive Montessori School
Available from: ERIC
Publication: NAMTA Journal, vol. 39, no. 3
Date: Summer 2014
Pages: 5-36
Children with disabilities, Inclusive education, North American Montessori Teachers' Association (NAMTA) - Periodicals, People with disabilities
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Abstract/Notes: Pam Shanks describes Raintree Montessori School, an exemplary inclusion school, and gives credit to the legacy of Dr. Montessori. An inclusive Montessori community begins with "physical integration of all children, progresses to functional inclusion, and finally culminates in the highest level, social inclusion." Each of these levels is described with examples, photos, and stories, while the details about the physical environment, the staffing, and the strengths of the classroom community are helpful and heartwarming. [This talk was presented at the NAMTA conference titled "Building the Inclusive Montessori Community," Phoenix, AZ, January 16-19, 2014.]
Language: English
ISSN: 1522-9734
Book Section
Montessori Erziehung in Familie, Kinderhaus und Schule [Montessori education in the family, children's homes, and school]
, Clara Grunwald (Author)Book Title: Montessori Erziehung in Familie/Kinderhaus/Schule: Ein Buch für Eltern und Kinderfreunde mit vielen Bildern [Montessori education in the family, children's home and school: A book for parents and friends of children with many pictures]
Pages: 3-41
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Abstract/Notes: Distributed by the Deutsche Montessori-Gesellschaft with the October 1927 issue of their periodical "Montessori-Nachrichten".
Language: German
Published: Berlin, Germany: Deutsche Montessori-Gesellschaft, [1927]
Article
Stacey Cook and Transformation: First Year Reflections in an OEkos Schools Program [Lakeside Elementary School, Pine Bluff, Arkansas]
Publication: OEkosphere [Œkosphere], vol. 1, no. 3
Date: Apr/May 1995
Pages: 1
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Language: English
Article
Comparison of the Results of Didactic Tests of Fifth Graders on the Basis of Gender and the Proclaimed Curriculum at Primary School
Available from: Univerzita Karlova - Pedagogicka Fakulta / Charles University - Faculty of Education
Publication: Project-Based Education and Other Activating Strategies in Science Education (PBE), vol. 2021
Date: 2021
Pages: 126-133
Comparative education, Elementary education, Elementary school students, Montessori method of education - Evaluation, Primary education, Primary school students, School children
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Abstract/Notes: The presented study deals with the issue of comparing achievement in didactic tests in mathematics between boys and girls in the context of preferred teaching management strategies. The research sample consisted of a total of 1133 respondents (Montessori - 73; Hejný - 332, ordinary primary school - 510; Dalton - 218). It turns out that statistically significant differences between boys and girls are only in an ordinary primary school and at a one percent level of significance (p < .01; d = .297). Examining the differences across these areas, especially for boys and girls, shows that both boys (p = .030) and girls (p = .053) may differ in achievement depending on the type of school they attend. / This work was presented at the PBE 2021 Conference.
Language: English
ISSN: 2695-0626
Article
Fransciscan Montessori Earth School and St Francis Academy: Changing the strategic plan to reflect changing times
Publication: NAMTA Journal, vol. 35, no. 1
Date: 2010
Pages: 121-128
North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Book Section
Performance of Montessori and Traditionally Schooled Nursery Children on Social Cognitive Tasks and Memory Problems
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 195-207
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: Reprint of an article that was originally published in Contemporary Educational Psychology, v. 5, no. 2 (1980), p. 124-137. DOI: 10.1016/0361-476X(80)90033-8
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1983
Edition: 2nd ed.
ISBN: 0-536-04367-1
Book Section
Montessori in Public Schools: Interdependence of the Culture of the School, the Context of the Classroom, and the Content of the Curriculum
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori in Contemporary American Culture
Pages: 229-237
Americas, Montessori method of education - Criticism, interpretation, etc., North America, Public Montessori, United States of America
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Language: English
Published: Portsmouth, New Hampshire: Heinemann, 1992
ISBN: 0-435-08709-6 978-0-435-08709-8
Article
Webster Montessori School Ribbon Cutting Ceremony [location not noted]
Publication: AMI/USA News, vol. 18, no. 1
Date: Mar 2005
Pages: 7
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Language: English
Article
La Educación Prescolar en el Ecuador [Preschool Education in Ecuador]
Available from: Biblioteca Digital Casa de la Cultura de Ecuador (CCE)
Publication: Revista Ecuatoriana de Educación, vol. 7, no. 33
Date: Sep/Oct 1954
Pages: 6-7
Americas, Ecuador, Latin America and the Caribbean, Montessori method of education, South America
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Language: Spanish