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Article
Education for Peace: A Montessori Magnet School for Tallahassee
Publication: Tallahassee, vol. 12, no. 3
Date: 1990
Pages: 63-65
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Language: English
Article
The Tragedy of Education
Available from: HathiTrust
Publication: The Quest, vol. 4, no. 2
Date: Jan 1913
Pages: 212-228
Montessori method of education - Criticism, interpretation, etc.
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Language: English
Article
Pedagogika Montessori [Montessori Education]
Publication: Zdrav vrtec [Healthy Kindergarten], no. 6
Date: 1996
Pages: 36-38
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Language: Slovenian
ISSN: 1318-9115
Article
American Educational Methods and Some Foreign Innovations
Available from: NewsBank - San Diego Evening Tribune Historical
Publication: San Diego Evening Tribune (San Diego, California)
Date: Aug 24, 1915
Pages: 4
Americas, International Montessori Training Course (3rd [course 1], Los Angeles and San Diego, USA, May - July 1915), Maria Montessori - Biographic sources, Panama-California Exposition (1915, San Diego, California), North America, Panama-California Exposition (1915, San Diego, California), United States of America
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Language: English
Article
Education of the Senses–Colour (The Chromatic Sense)
Publication: Montessori NewZ, vol. 22
Date: Jun 2001
Pages: 5–6
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Language: English
Presentation
Teacher education programs: What's working, what's not?
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Language: English
Presented: [S.I.]: , 2011
Article
Montessori Education at a Distance, Part 2: A Mixed Methods Examination of Montessori Educators’ Response to a Global Pandemic
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 7, no. 1
Date: 2021
Pages: 31-50
Americas, COVID-19 Pandemic, Montessori method of education, North America, Remote learning, United States of America
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Abstract/Notes: This study offers a contextualized understanding of the distance-learning experiences of Montessori educators and students in the spring of 2020 in the wake of the COVID-19 global pandemic. In this article, we build on results reported in a separate article published in this issue of the Journal of Montessori Research. First, we analyzed qualitative data from social media and national virtual gatherings designed to support teachers as they faced the challenges created by the abrupt shift to distance learning. Second, we employed a convergent mixed-methods design to integrate these qualitative findings with the survey results reported in the previous article to provide a richer and more complete perspective on the situation. In our results, we found substantial evidence to support the resilience and durability of the Montessori Method, even in the face of adverse conditions created by a global pandemic. Despite the challenges of adaptation, Montessori educators demonstrated a commitment to the key tenets of Montessori philosophy, such as following the child and employing a holistic perspective on learning and development. While serving the whole child’s growth and development remained front and center, Montessori teachers’ approach to academics looked very different under distance learning. Still, the ongoing attention to children’s social-emotional needs will benefit both teachers and children when they return to the classroom, undoubtedly with lasting effects from pandemic-related isolation and hardship.
Language: English
ISSN: 2378-3923
Master's Thesis (Unpublished)
Montessori Education: Philosophical Perspective Study
Montessori method of education - Criticism, interpretation, etc.
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Language: English
Published: Milwaukee, Wisconsin, 1993
Article
Les principes de l'éducation nouvelle, selon Mme. Montessori
Publication: Littérature, philosophie et pédagogie
Date: Oct 1936
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Language: French
ISSN: 2742-2046
Article
A Formação Inicial do Pedagogo e o Pibid: Experiências Formativas com o Método Montessori na Educação Infantil e com Alfabetização nos Anos Iniciais do Ensino Fundamental [The Initial Education of the Pedagogue and the Pibid: Formative Experiences with the Montessori Method in Early Childhood Education and with Literacy in the Early Years of Elementary School]
Available from: Universidade Estadual do Oeste do Paraná
Publication: Temas & Matizes, vol. 15, no. 26
Date: 2021
Pages: 320-339
Early childhood care and education, Early childhood education, Elementary schools, Literacy, Montessori method of education - Criticism, interpretation, etc., Montessori schools
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Abstract/Notes: A partir de uma experiência com o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) no desenvolvimento de um dos subprojetos do curso de Pedagogia, da Universidade Estadual do Oeste do Paraná, campus de Francisco Beltrão, que tem atuado junto a este programa há seis anos, o objetivo deste artigo é analisar e discutir as contribuições do referido programa à formação inicial do pedagogo. Para isso, tomamos como referência o processo formativo de um grupo de acadêmicos que acompanhou e participou de atividades pedagógicas em um Centro Municipal de Educação Infantil (CMEI), onde tiveram contato com o método Montessori, e em duas escolas públicas em turmas de alfabetização nos anos iniciais do Ensino Fundamental. Para as análises e reflexões deste trabalho, temos como base nosso olhar de observadoras e coordenadoras do subprojeto que no decorrer do desenvolvimento de atividades semanais com o grupo nos permitiu acompanhar todo o processo formativo dos acadêmicos e ouvir seus relatos sobre suas vivências no programa, além, dos momentos de reflexões sobre a prática de ensino que aconteciam. Algumas constatações sinalizam para o quanto é significativa a inserção dos acadêmicos nas instituições de ensino desde os primeiros anos de sua graduação, consolidando uma relação mais efetiva entre teoria e prática e potencializando experiências formativas mais amplas, ao mesmo tempo que constituindo a identidade de sua atuação profissional com a docência. [Based on an experience with the Institutional Scholarship Program for Teaching Initiation (PIBID) in the development of one of the subprojects of the Pedagogy course, at the State University of Western Paraná, Francisco Beltrão campus, which has been working with this program for six years, the objective of this article is to analyze and discuss the contributions of the referred program to the initial formation of the pedagogue. For this, we take as reference the training process of a group of academics who accompanied and participated in pedagogical activities at a Municipal Center for Early Childhood Education (CMEI), where they had contact with the Montessori method, and at two public schools in literacy classes in the early years of elementary school. For the analyzes and reflections of this work, we are based on our view as observers and coordinators of the subproject that, during the development of weekly activities with the group, allowed us to follow the entire training process of the academics and hear their reports about their experiences in the program, in addition to , of the moments of reflection on the teaching practice that took place. Some findings indicate how significant the insertion of academics in educational institutions is from the first years of their graduation, consolidating a more effective relationship between theory and practice and enhancing broader training experiences, while constituting the identity of their performance professional with teaching.]
Language: Portuguese
DOI: 10.48075/rtm.v15i26.26169
ISSN: 1981-4682