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Article
North Carolina Officials Find a Gem: Charlotte's Amay James School Gets Attention - and Perhaps a Platform
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 14, no. 2
Date: Winter 2002
Pages: 29
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Language: English
ISSN: 1071-6246
Article
Durham [North Carolina] Symposium Brings Together Public School Montessorians
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 14, no. 4
Date: Summer 2002
Pages: 26
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Language: English
ISSN: 1071-6246
Article
When Charters Fail: Two Cautionary Tales [North Palm Beach, Florida; Cleveland, Ohio]
Publication: Public School Montessorian, vol. 19, no. 2
Date: Winter 2007
Pages: 1, 14
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Language: English
ISSN: 1071-6246
Article
Could We Do It Now? [20th anniversary of Northside Montessori School]
Publication: Montessori Matters, no. 2
Date: Nov 1998
Pages: 21
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Language: English
Article
Montessori in a Mini-City [Countryside Montessori School, Newell, North Carolina]
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 14, no. 2
Date: Spring 1987
Pages: 11–15
Americas, North America, United States of America
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Language: English
ISSN: 0010-700X
Article
Contested Childhoods Across Borders and Boundaries: Insights from Curriculum Provisions in Northern Ireland and the Irish Free State in the 1920s
Available from: Wiley Online Library
Publication: British Educational Research Journal, vol. 47, no. 4
Date: 2021
Pages: 1021-1038
Europe, Ireland, Maria Montessori - Biographic sources, Montessori method of education, Montessori schools, Northern Europe, Northern Ireland
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Abstract/Notes: Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.
Language: English
DOI: 10.1002/berj.3708
ISSN: 0141-1926, 1469-3518
Article
Self-Efficacy Perceptions of Teachers on Using the Montessori Method in Special Education in North Cyprus
Available from: World Center of Innovation Research and Publication
Publication: Cypriot Journal of Educational Sciences, vol. 14, no. 4
Date: 2019
Pages: 652-660
Asia, Cyprus, Efficacy, Middle East, Montessori method of education - Criticism, interpretation, etc., Perceptions, Special education, Western Asia
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Abstract/Notes: The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.
Language: English
ISSN: 1305-905X
Article
Autonomy, Spontaneity and Creativity in Research with Children. a Study of Experience and Participation, in Central Italy and North West England
Available from: Taylor and Francis Online
Publication: International Journal of Social Research Methodology, vol. 23, no. 1
Date: 2020
Pages: 55-74
Autonomy in children, Creative ability in children, Creative thinking in children, England, Europe, Great Britain, Italy, Montessori method of education, Northern Europe, Southern Europe, Spontaneity (Personality trait), United Kingdom
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Abstract/Notes: Research involving children, deemed to have difficulties with conventional means of communication, can perpetuate reductive forms of representation of children’s knowledges and experiences. This article focuses on the possibilities and opportunities that visual and creative methods can offer to researching with children. Children advance their views in and through spontaneous and concrete forms of participation. Autonomy in aesthetic acts is central to this methodology; to explore practices that produce and reproduce presuppositions deriving from societal attitudes affecting research with children, their agency and self-presentation. This cross-cultural study was conducted in Central Italy and North West England: children contributed their perspectives and experiences through participation in a series of creative encounters resulting in aesthetic and embodied outcomes of sociological and educational significance. The study contributes to the debate on children’s autonomy and the value and quality of participation through artistic practice. Examples from the corpus of data, which includes a series of artefacts and over 900 photographs from each geo-cultural context, are presented. The study shows that it is possible to harmonise power imbalances in spaces of creative freedom, in research and education, where children’s choices and agency are respected.
Language: English
DOI: 10.1080/13645579.2019.1672280
ISSN: 1364-5579
Article
Montessori Method in Specially Designed School; 'Northampton Charts' will also be Feature of Instruction at 'Torresdale House'
Available from: HathiTrust
Publication: The Volta Review, vol. 14, no. 8
Date: Dec 1912
Pages: 553
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Language: English
ISSN: 0042-8639
Article
A Gentle Hand on the Cradle [Dakota Montessori School, Fargo, North Dakota]
Publication: Montessori Education, vol. 7, no. 4
Date: Mar 1996
Pages: 32–34
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Language: English
ISSN: 1354-1498