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475 results

Article

Directory of Montessori-Based Public School Programs in the United States

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: Public School Montessorian, vol. 4, no. 3

Pages: 12-13

Public Montessori

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Language: English

ISSN: 1071-6246

Book

Die progressive Erziehungsbewegung: Verlauf und Auswirkung der Reformpädagogik in den USA [The Progressive Education Movement. Developments and Effects of Progressive Education in the United States]

Americas, Educational change, Montessori method of education - Criticism, interpretation, etc., Montessori movement, Progressive education - Criticism, interpretation, etc., United States of America

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Language: German

Published: Hannover, Germany: Hermann Schroedel, 1977

ISBN: 978-3-507-38230-5

Series: Bildungsproblem in der Geschichte des europäischen Erziehungsdenkens , 2

Book Section

Maria Montessori und die Progressive Education in den USA [Maria Montessori and Progressive Education in the United States]

Book Title: Ein Plädoyer für unser reformpädagogisches Erbe Protokollband der Internationalen Reformpädagogik-Konferenz am 24. September 1991 an der Pädagogischen Hochschule Halle-Köthen [A Plea for Our Progressive Education Legacy]

Pages: 65-78

Americas, Educational change, Maria Montessori - Biographic sources, Montessori method of education, North America, Progressive education, United States of America

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Language: German

Published: Neuwied: Luchterhand, 1992

ISBN: 978-3-472-01057-9

Book Section

International Response to the Educational Ideas of M. Montessori as Exemplified by Their Influence on Progressive Education in the United States

Book Title: Progressive Education Across the Continents: A Handbook

Pages: 205-217

Americas, Educational change, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, Progressive education - Criticism, interpretation, etc., United States of America

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Language: English

Published: Frankfurt am Main, Germany: Peter Lang, 1995

ISBN: 978-3-631-48917-8 978-0-8204-2914-4 3-631-48917-X 0-8204-2914-7

Series: Heidelberger Studien zur Erziehungswissenschaft (Frankfurt am Main, Germany) , 44

Article

Go to Greet Dr. Montessori: Capital Educators Will Welcome Teacher Back to United States

Available from: Chronicling America (Library of Congress)

Publication: Washington Evening Star (Washington, D.C.)

Pages: 20

Americas, Maria Montessori - Biographic sources, Montessori Educational Association (USA), North America, United States of America

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Abstract/Notes: "Dr. Maria Montessori, the Italian educator, is to spend the summer in America, arriving in New York today. A number of organizers of the Washington Chapter, Montessori Educational Association, have gone to New York to greet the educator, among them being Miss Margaret Woodrow Wilson, Mrs. Adalia Hensley, Miss Anne E. George, Mrs. William Hitz, Miss Jean D. Cole and Mrs. Eldridge Roger Boyle. Dr. Montessori is to go at one to Los Angeles, Cal., where she is to conduct a training course for teachers, beginning May 1. She also is to address several educational and scientific bodies holding conventions on the Pacific coast during the time the exposition is in progress."

Language: English

Master's Thesis (M.S. Ed.)

A Survey of the Literature Concerning the Montessori Method Between 1961-1966 to Determine Its Present Status in the United States

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Language: English

Published: DeKalb, Illinois, 1967

Master's Thesis (M.Sc.)

A Survey of Montessori Schools in the United States

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Abstract/Notes: Purpose was to determine the degree of similarity among various selected Montessori preschools in the areas of educational materials and equipment, scheduling objectives of instruction, teacher's educational background, and the socio-economic levels of the children enrolled. The investigation was limited to institutionally related schools or those functioning under the auspices of a licensing agency. Additional criteria stipulated that teachers in schools investigated must be Montessori trained, and that school groups include only normal children. One hundred and thrity-six schools responded to an invitation to participate by completing a questionnaire. Tabulation of responses included 53.1 per cent of identifiable Montessori schools. The findings indicated that variations exist among Montessori schools in the emphasis given to various aspects of the curriculum, methods of instruction, objectives, the contribution and character of group work, and the estimate of what the school environment should accomplish. Although areas of philo: sophical agreement do exist, at the preschool level wide variations in the interpretation of Montessori principles seem to exist. No actual observation of schools was undertaken. The possibility of sampling error must also be considered.

Language: English

Published: South Kingstown, Rhode Island, 1967

Article

✓ Peer Reviewed

The Montessori Preschool Landscape in the United States: History, Programmatic Inputs, Availability, and Effects

Available from: Wiley Online Library

Publication: ETS Research Report Series, vol. 2019, no. 1

Pages: 1-20

Americas, Montessori method of education, North America, United States of America

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Abstract/Notes: The Day 1 Academies Fund aims to support a network of high-quality, full-scholarship, Montessori-inspired preschools in underserved communities. To provide insight into the fund's pedagogical inspiration, in this report I provide a high-level overview of the Montessori preschool landscape in the United States. This overview includes 5 key programmatic elements of a traditional Montessori approach to teaching and learning in classrooms serving preschool-aged children, the reported availability of Montessori programs that enroll 3- and 4-year-old children, and what is known about enrollees' demographics. To situate this information in the larger, publicly financed, early education policy context, I also provide similar data for state-funded pre-K and federally funded Head Start programs for preschoolers. In addition, I review research on children's outcomes after participating in U.S.-based Montessori preschool and elementary programs. This overview provides some context for understanding how the Day 1 Academies Fund eventually defines the constructs of high quality, Montessori inspired, and underserved. This review also suggests it could be useful for the Fund's stakeholders to undertake short-term research examining the current early education options of families with low incomes living in low-access-to-Montessori states as well as long-term research aimed at expanding the research base on the effects of Montessori programs aimed at preschoolers.

Language: English

DOI: 10.1002/ets2.12252

ISSN: 2330-8516

Article

✓ Peer Reviewed

Children with Disabilities Attending Montessori Programs in the United States

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 8, no. 2

Pages: 16-32

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Abstract/Notes: Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

Language: English

ISSN: 2378-3923

Article

Indigenous American Montessori Models: An American Montessori Elementary Teacher

Publication: Montessori Life, vol. 6, no. 1

Pages: 16–18

Americas, Indigenous communities, Indigenous peoples, Nancy McCormick Rambusch - Writings, North America, United States of America

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Language: English

ISSN: 1054-0040

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