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Article
Reports from the Field: The MPSC Directory of Montessori Public Schools
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 3, no. 1
Date: Winter 1995
Pages: 2
Americas, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Article
Baseline Data: Two National Surveys of Public Montessori Schools
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 1, no. 1
Date: Winter 1993
Pages: 10
Americas, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Article
American Kindergartens and Montessori Schools
Available from: HathiTrust
Publication: Educational Bi-Monthly, vol. 8, no. 4
Date: Apr 1914
Pages: 298-306
Americas, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America
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Language: English
Article
Posts and Schools; Notices
Publication: The Montessorian (London), no. 55
Date: Aug/Sep 1928
Pages: 2
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Language: English
Master's Thesis
Montessori eğitimi alan ve almayan 48-72 aylık çocukların matematik becerilerinin karşılaştırılması / Comparison of the math skills of 48-72 month-old children who are attending Montessori preschools and Non-Montessori preschools
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Comparative education, Early childhood care and education, Early childhood education, Mathematics education - Achievement, Middle East, Montessori method of education, Turkey, Western Asia
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Abstract/Notes: The aim of this study is to compare the math skills of children with and without Montessori education. A mixed design method was used in the research. Quantitative data were used to measure children's mathematical skills. Parents' views on early mathematics education were obtained by qualitative data collection method. The study group included 39 children who attended two different kindergartens with and without Montessori education for two years and their parents. Personal information form and the Early Mathematics Test (EMAT) were used to collect data. As a result that the educational institution they attend is effective in children's mathematics skills, it was found that, the mathematics skill scores of the children who received Montessori education were higher than those who did not receive Montessori education. It was determined that the age of the children's parents, education level of the parents and working status of mothers did not cause significant changes on the children's math scores. Parents of children attending both schools stated that they see mathematics as a part of daily life and that early mathematics achievements will affect both their whole life and their future academic achievements. It was observed that the parents mostly focused on counting skills. While some of the parents expressed skills such as sequencing, matching, and patterns, none of them responded to geometry. It has been concluded that the families adopting the Montessori education method see this education method as a tool for learning mathematics and guide their learning at home by interacting more with their teachers. / Bu araştırma, Montessori eğitimi alan ve almayan çocukların matematik becerilerini karşılaştırmak amacıyla yapılmıştır. Araştırmada nicel ve nitel veri toplama yöntemleri birlikte yer almıştır. Araştırmanın nicel boyutunda sontest kontrol gruplu model, nitel boyutunda ise ilişkisel tarama yöntemi kullanılmıştır. Çalışma grubuna MEB OÖEP'na göre eğitim veren ve MEB OÖEP'na ek olarak Montessori yöntemiyle eğitim veren farklı anaokullarından 39 çocuk ve bu çocukların ebeveynleri dahil edilmiştir. Veri toplama aracı olarak, Aile Görüşme Formu ve Erken Matematik Testi (EMAT) kullanılmıştır. Araştırma sonucunda; çocukların matematik becerilerinde, devam ettikleri eğitim kurumunun etkili olduğu, Montessori eğitimi alan çocukların matematik beceri puanlarının, Montessori eğitimi almayan çocuklardan daha yüksek olduğu tespit edilmiştir. Çocukların yaş grubu, cinsiyet ve kardeş sayısının matematik becerilerini etkilemediği görülmüştür. Anne-baba yaşı, anne-baba öğrenim durumu ve annenin çalışıp çalışmama durumunun çocukların EMAT puanları üzerinde anlamlı değişikliklere yol açmadığı saptanmıştır. Her iki okula devam eden çocukların ebeveynleri, matematiği günlük hayatın bir parçası olarak gördüklerini ve erken dönem matematik kazanımlarının hem hayatın tamamını hem de akademik başarıları etkileyeceğine yönelik görüş bildirmişlerdir. Ebeveynlerin matematik konusunda en çok sayı sayma becerisi üzerinde durdukları görülmüştür. Bazı ebeveynler sıralama, eşleştirme, örüntü gibi becerileri ifade ederken geometriye yönelik herhangi bir yanıt gelmemiştir. Montessori eğitim yöntemini benimseyen ailelerin, bu eğitim yöntemini matematik öğrenimi için bir araç olarak gördükleri ve öğretmenleriyle daha çok etkileşimde bulunarak evdeki öğrenmelerine rehberlik ettikleri sonucuna ulaşılmıştır.
Language: Turkish
Published: Ankara, Turkey, 2021
Article
Schools for Individualists: TNI's Interview with Marsha Familaro Enright
Available from: Marsha Familaro Enright
Publication: The New Individualist
Date: Jun 2007
Pages: 26-36
Americas, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Language: English
Article
Spreiding Montessori-Scholen in Nederland / Montessori Schools in Holland
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. extra-nummer
Date: 1963/1964
Pages: 16-17
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Abstract/Notes: This is from the 1963/1964 "extra-nummer" special issue for the 13th International Congress. This is a map which indicates locations of Montessori schools in Holland/Netherlands.
Language: Dutch, English
Master's Thesis (M. Ed.)
Intrinsic and Extrinsic Motivation in Montessori Schools: Teachers Speak
Available from: Library and Archives Canada
Montessori schools, Motivation (Psychology)
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Abstract/Notes: In my study I examined the practices of Montessori educators in motivating children in a classroom setting. I interviewed 6 Montessori educators from various schools in the eastern, southern and northern parts of Ontario to share their first hand experiences and knowledge. Although these Montessori educators believe that intrinsic motivation without extrinsic should be sufficient motivation the results from the study indicated that 5 of these 6 teachers employ both intrinsic and extrinsic motivation to keep the children on task and interested in their work. The findings indicate that only 1 educator utilizes intrinsic motivation exclusively. The results indicate that 5 of the 6 participants believe that children require the addition of external factors, such as praise, achievement levels and stickers, free and self directed time to motivate students to complete their work.
Language: English
Published: North Bay, Ontario, Canada, 2009
Article
Een Ander Bezoek aan een Montessori-schools
Available from: Delpher - Nationale Bibliotheek van Nederland
Publication: Het Kind, vol. 34, no. 23
Date: Nov 11, 1933
Pages: 596-598
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Language: Dutch
Article
Montessori-skoler i Holland [Montessori schools in the Netherlands]
Publication: Unge paedagoger, vol. 16, no. 2
Date: 1955
Pages: 2-6
Europe, Holland, Netherlands, Western Europe
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Language: Danish