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Article
A Classification of Teacher Interventions in Mathematics Teaching
Available from: Springer Link
Publication: ZDM (Zentralblatt für Didaktik der Mathematik), vol. 37, no. 3
Date: Jun 2005
Pages: 240-245
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Abstract/Notes: One of the best-known quotes in pedagogical literature is Maria Montessoris “Help me to do it myself.” This citation can be applied to many open questions. For example, how to help students working autonomously on cognitively demanding tasks is not only an unanswered question in didactical literature, but there has also been relatively little research done in this area.
Language: English
DOI: 10.1007/s11858-005-0015-3
ISSN: 1863-9704
Article
Authentic Montessori: The Dottoressa’s View at the End of Her Life Part II: The Teacher and the Child
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 5, no. 1
Date: 2019
Pages: 19-34
Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - Teachers, Teacher-student relationships, Teachers
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Abstract/Notes: Part II of this two-part article continues the discussion of what Maria Montessori viewed to be the important components of her educational system. Because she developed the system over her lifetime, we prioritized later accounts when contradictory accounts were found. Whereas Part I focused on the environment, Part II examines the second and third components of the Montessori trinity: the teacher and the child. This article includes descriptions of Montessori teacher preparation, children’s developmental stages, and the human tendencies on which Montessori education capitalizes. It ends with child outcomes as described by Dr. Montessori and as shown in recent research, and provides an appendix summarizing features of authentic Montessori described in Part I and Part II.
Language: English
ISSN: 2378-3923
Article
The Development Stages of Preschool Teachers
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 1, no. 1
Date: Winter 1974
Pages: 38-41
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Language: English
ISSN: 0010-700X
Article
Teacher Preparation Thrives in South Korea
Publication: Public School Montessorian, vol. 19, no. 3
Date: Spring 2007
Pages: 25
Asia, East Asia, Montessori method of education - Study and teaching, South Korea, South Korea, Teacher training
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Language: English
ISSN: 1071-6246
Article
Teacher Education Opportunity [Infancy course in Rome, 2006-2007]
Publication: Public School Montessorian, vol. 18, no. 3
Date: Spring 2006
Pages: 23
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Abstract/Notes: El Boletin, April 2006
Language: English
ISSN: 1071-6246
Article
Teacher Education Opportunity [A to I, Rome, 2006-2007]
Publication: Public School Montessorian, vol. 18, no. 2
Date: Winter 2006
Pages: 29
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Abstract/Notes: El Boletin, December 2005
Language: English
ISSN: 1071-6246
Article
Teacher Education Opportunity [Infancy course, Rome, 2006-2007]
Publication: Public School Montessorian, vol. 18, no. 4
Date: Summer 2006
Pages: 20
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Abstract/Notes: El Boletin, May 2006
Language: English
ISSN: 1071-6246
Article
Online Teacher Preparation: A Status Report on Three Strategies
Publication: Public School Montessorian, vol. 20, no. 1
Date: Fall 2007
Pages: 12-13
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Language: English
ISSN: 1071-6246
Article
Montessori Early Childhood Teacher Perceptions of Family Priorities and Stressors
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 1, no. 1
Date: 2015
Pages: 1-13
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Abstract/Notes: Teachers of young children work closely with families. One component of teacher-family partnerships is teachers’ understanding of family priorities and stressors. This study examines Montessori early childhood (ages three through six) teacher perceptions of family priorities and stressors through an analysis of responses to two parallel surveys. Eighty teachers (37% of those who received the survey) and forty-nine family members (representing a 55% response rate) completed the survey. Significant differences were found between teachers’ perceptions of four (of seven) family priorities and families’ actual responses. Teachers ranked “making academic progress” as the most important of seven possible family priorities. However, families stated that “developing kindness” is the most important priority for their young children. No significant differences were found when comparing teacher rankings of family stressors with actual family responses. Montessori early childhood teachers ranked “not having enough time” as the most stressful of six possible stressors. Families confirmed that time pressures cause them the most stress. Maria Montessori’s recommendations for teachers and families are summarized. Recommendations for building stronger family partnerships in the context of Montessori’s philosophy, for example on-going self-reflection, are provided.
Language: English
ISSN: 2378-3923
Article
Proving Montessori: Identity and Dilemmas in a Montessori Teacher’s Lived Experience
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 2, no. 2
Date: 2016
Pages: 35-48
Americas, Montessori method of education - Evaluation, North America, United States of America
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Abstract/Notes: This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that contributed to her desire, and ability, to be what she felt was an authentic Montessori educator. While some of these discourses and social identities aligned, some did not, creating ideational dilemmas that affected her work, relationships, and personal identity. The findings suggest that current Montessori discourse excludes important characteristics of the teacher-lived experience. Acknowledging and discussing the social challenges Montessori teachers face is a necessary addition to teacher preparation, teacher support systems, and Montessori leadership decisions.
Language: English
ISSN: 2378-3923