Abstract/Notes: Excellent biography of Alexander Graham Bell, usually considered the standard source. For details related to Montessori education see: p. 418-419, 462-463.
Language: English
Published: Ithaca, New York:
Cornell University Press, 1990
ISBN: 0-8014-9691-8 0-8014-2419-4
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Appendix
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 3 of 3
Book
Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report: Main Report
Abstract/Notes: Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended.
Language: English
Published: Indianapolis, Indiana:
Indianapolis Public Schools, 1989
Volume: 2 of 3
Article
Pengaruh Metode Belajar Montessori Terhadap Perkembangan Kognitif Anak Stunting
Publication: Trend And Issue In Healthcare,
vol. 1, no. 1
Date: Mar 2024
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Abstract/Notes: Survei Status Gizi Indonesia (SSGI) tahun 2022 melaporkan angka stunting sebesar 21,6%, menurun 2,8% dibandingkan tahun 2021 yaitu 24,4%. Namun Indonesia perlu bekerja keras untuk mencapai target 14% pada 2024. Kekurangan gizi pada anak stunting dapat menyebabkan gangguan perkembangan kognitif yang berdampak pada keberhasilan belajar anak dan mempengaruhi masa depan bangsa. Oleh karena itu, diperlukan upaya untuk meningkatkan kemampuan kognitif anak stunting dengan metode belajar Montessori. Dibandingkan metode tradisional lainnya, Montessori merupakan alternatif yang sangat baik untuk perkembangan kognitif anak. Tujuan penelitian : untuk menganalisis pengaruh Montessori terhadap perkembangan kognitif pada anak stunting. Desain penelitian menggunakan quasy eksperimen pretest – postest with control group. Kelompok intervensi yaitu kelompok Montessori dan kelompok kontrol yaitu kelompok metode belajar tradisional. Intervensi dilakukan selama 2 bulan. Sampel berjumlah 38 anak stunting yang diambil secara purposive sampling. Instrument yang digunakan yaitu kuesioner KPSP dan lembar observasi perkembangan kognitif Montessori. Uji statistic yang digunakan yaitu paired sample t test dan independent t test. Hasil uji paired sample t test diperoleh p value 0.001 pada kelompok Montessori dan p value 0.064 pada kelompok belajar tradisional. Hasil uji independent t test diperoleh p value 0.004. Montessori terbukti berpengaruh terhadap perkembangan kognitif pada anak stunting. Montessori melatih anak untuk mengeksplorasi dan menemukan lingkungan belajar yang tepat dan nyaman. Lingkungan yang nyaman akan menciptakan rasa bahagia dalam proses belajar sehingga dapat meningkatkan minat dan motivasi belajar. Terdapat perbedaan signifikan perkembangan kognitif anak dengan metode Montessori dibandingkan kognitif anak dengan metode belajar tradisional.
Language: Indonesian
Article
✓ Peer Reviewed
A Study on the Pre School Education with Special Reference to Montessori
Publication: Bharati International Journal of Multidisciplinary Research and Development,
vol. 2, no. 2
Date: Mar 2024
Pages: 13-18
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Abstract/Notes: The primary aim of Montessori approach is to enable the child explore him/herself and free that personality; thus, a convenient environment has to be set for the development of the child. How parents, teachers and pre-school institutions set such environments is also studied within this research. Additionally, the effect of the Montessori approach on children that is used by the teachers at school is also observed. Therefore the researcher has made an attempt to focus on the Montessori approach in the preschool education. The Montessori Method is characterized by its emphasis on child-centered learning, individualized instruction, and the creation of a nurturing environment that fosters independence and self-discovery. The Montessori educational philosophy, founded by Maria Montessori, emphasizes the holistic development of preschool children, focusing on their innate abilities and fostering independence and self-regulation.
Language: English
Article
Maria Montessori and Roberto Assagioli: Parallels in Their Thinking
Abstract/Notes: In this critical co-constructed auto-ethnographic article we draw on research from two contexts, exploring how critical peace education can be more than palliative care in times of ecological collapse and profound crises across ecosystems. Examining the current crises of learning, living and being, we call for eco-peace-based education: grounded in interconnectedness and interdependence, as a way to transgress unsustainable violences on personal, interpersonal, and ecological levels. We focus on three main arguments that extend learning about nature, to learning with and in nature, towards regenerative approaches of learning, living, and being. Firstly, to move beyond the self-centered (ego) towards interconnected and Earth-centered (eco) epistemologies. Secondly, we explore concrete examples of alternative schools that learn from, in and with nature through fostering innate care between students and Earth (in our own contexts, India and Germany). Thirdly, we reimagine possible futures of eco-peace-based approaches, and argue for a shift towards more peaceful and interconnected futures by integrating eco-peace principles, content and pedagogies into current education systems.
Publication: Educational Administration: Theory and Practice,
vol. 30, no. 4
Date: 2024
Pages: 9098-9104
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Abstract/Notes: This study delved into analyzing the impact of human resource practices with reference to Montessori school Chennai city. A random sample of 150 individuals from the Montessori school. To achieve the study's objectives, a questionnaire was designed as a data collection tool, and appropriate statistical tests and tools within (spss.v 20) were used. this study examines the impact of human resource practices in Montessori schools, with a specific focus on the educational landscape of Chennai city. Montessori education is known for its unique approach to child development, emphasizing individualized learning and holistic growth. human resource practices play a crucial role in shaping the quality of education and the overall functioning of Montessori schools.The research adopts a qualitative approach, utilizing interviews, surveys, and observations to gather data from Montessori schools across Chennai city. the study investigates various aspects of human resource management, including recruitment and selection, training and development, performance evaluation, and employee engagement. Human resource management and educational outcomes in Montessori schools, this study provides valuable insights for school administrators, policymakers, educators, and researchers. ultimately, the findings contribute to the ongoing discourse on enhancing educational practices and fostering positive learning environments in Montessori schools. Enhanced Educational Quality to understanding how human resource practices influence Montessori schools can lead to the implementation of more effective strategies for teacher recruitment, training, and development. This, in turn, can enhance the quality of education provided to students, fostering their holistic development.
Abstract/Notes: Is the achievement gap real? Using a mixed-methods approach, this study reframed standardized testing through a Quantitative Critical and Black Critical lens. It interrogated the deficit framing of Black student achievement by asking the following questions: (1) To what extent do the aggregated standardized test scores for Black students in California correlate with other measures of achievement? Included in this analysis are: (a) To what degree does the ratio of Black students relate to the achievement variables? and (b) To what extent did COVID impact this correlation? (2) What beliefs do Black educators have regarding the standardized test scores of Black students? and (3) How do Black educators define Black Genius? Data sources included a quantitative comparison of three achievement variables from 56 school districts over two cohort years (2017/2018–2021/2022), a questionnaire, and document analyses. “Groundtruthing” (Pérez Huber et al., 2018) was also used to verify the data with 23 Black educators. Findings revealed a lack of any strong correlation between the state standardized test to other, more meaningful outcomes for Black students. The study proffers three terms to frame the issue more accurately: Achievement Distortion, Connection Gap, and Black Genius. Groundtruthed by Black educators, Black Genius is defined as an intelligence that exists outside of the traditional, status quo, Western conceptualization of intelligence. Black Genius is rooted in Black community, consciousness, and our collective history, propelling Black people to achieve, persist, and make progress in the face of persistent anti-Blackness.
Abstract/Notes: Il libro indaga un aspetto spesso trascurato e però centrale nella figura e nell'opera di Maria Montessori: l'afflato utopico. I contributi di apertura cercano di restituire un quadro d'insieme dell'«utopia montessoriana», mentre i saggi successivi esplorano, in modo attento, le diverse direzioni della riflessione della studiosa su tale terreno: la pace, l'antiautoritarismo, i diritti dell'infanzia, l'emancipazione femminile, l'ecologia cosmica, ecc. Si tratta di linee di riflessione preziose, tanto più a fronte dell'odierna tendenza a vedere l'educazione come un modo per coltivare le competenze necessarie alla crescita economica e all'inserimento nel mondo del lavoro e ― particolarmente per quando riguarda l'infanzia ― a considerare la scuola da un punto di vista neo-custodialista, come un parcheggio in cui i genitori possono lasciare tranquillamente i figli. Rispetto a questa deriva utilitarista, Maria Montessori propone, invece, una più elevata ambizione: costruire attraverso l'educazione l'«uomo nuovo» per un mondo nuovo. [The book investigates an often overlooked but central aspect in the figure and work of Maria Montessori: the utopian inspiration. The opening contributions try to restore an overall picture of the "Montessori utopia", while the following essays carefully explore the different directions of the scholar's reflection on this terrain: peace, anti-authoritarianism, the rights of childhood, women's emancipation, cosmic ecology, etc. These are precious lines of reflection, all the more so in the face of today's tendency to see education as a way to cultivate the skills necessary for economic growth and integration into the world of work and - particularly when it comes to childhood - to consider the school from a neo-custodial point of view, as a parking lot where parents can safely leave their children. Compared to this utilitarian drift, Maria Montessori instead proposes a higher ambition: to build the "new man" for a new world through education.]
Language: Italian
Published: Trento, Italy:
Erickson, 2019
ISBN: 978-88-590-2042-4 88-590-2042-5
Article
Peace and Social Justice Retreat: The Journey from Trauma to Triumph
Abstract/Notes: Since its formation, the AMS Peace Committee has had education for peace as its mission.
[...]fighters become friends.
The story of Wangari Maathai, an environmentalist and a winner of the Nobel Peace Prize, is a shining example of how one person's passion, vision, and determination can lead to great change.
The Dalai Lama, Archbishop Desmond Tutu, Costa Rican president Oscar Arias, and political rights activist Aung San Suu Kyi are just some of the Nobel Peace laureates who have joined the PeaceJam Foundation in a Global Call to Action.
Language: English
ISSN: 1054-0040
Article
Educating For Peace And Social Justice: Reflections On The 2009 AMS Annual Conference
Abstract/Notes: Goals 4 and 16 provide an ideal framework for advancing the role of Montessori education: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all," and "Promote peaceful and inclusive societies for sustainable development, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels."· Arun Gandhi, a grandson of Mahatma Gandhi, was one of the forum's major speakers.To educate future generations to embrace diversity and a culture of nonviolence and peace, we as Montessorians can also: * Participate in programs such as the Montessori Model United Nations (MMUN), where students learn about the workings of the United Nations, and the Global Citizenship Action Project (GCAP), a student-run conference where global issues are presented by a variety of nongovernmental organizations (NGOs). * Partner with teacher education programs to create a more coordinated peace education component for all adult learners preparing to be Montessori teachers. * Disseminate examples of effective strategies and programs that prepare young people to become "peace builders."
Language: English
ISSN: 1054-0040
Article
Working Toward Peace: A Conversation with Dr. Ruth Selman
Joy Turner
(Author)
Publication: Montessori Life,
vol. 11, no. 1
Date: 1999
Pages: 26–30
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Language: English
ISSN: 1054-0040
Article
Every Day, a New Chance for Peace
Joy Turner
(Author)
Publication: Montessori Life,
vol. 11, no. 1
Date: 1999
Pages: 18–22
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Abstract/Notes: Includes a sidebar on peace programs for schools