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Article
Dr. Montessori's Approach to Language in the Second Phase of the Child's Development
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1969, no. 4
Date: 1969
Pages: 16–22
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Language: English
ISSN: 0519-0959
Article
Approaching the Eighth Decennium
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1979, no. 4
Date: 1979
Pages: 2–4
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Language: English
ISSN: 0519-0959
Article
The Prepared Adult as the Key to the Montessori Approach for Indigenous Communities of Australia
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 2006, no. 1
Date: 2006
Pages: 21–45
Australasia, Australia, Australia and New Zealand, Indigenous communities, Indigenous peoples, Oceania
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Language: English
ISSN: 0519-0959
Article
The Montessori Approach to Arithmetic
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1962, no. 2
Date: 1962
Pages: 19–26
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Language: English
ISSN: 0519-0959
Article
Question and Answer: The Approach to Enrichment of Language for the Elementary Years
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2009, no. 1
Date: 2009
Pages: 54–55
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Language: English
ISSN: 1877-539X
Article
The Montessori Approach to Mathematics
Publication: Communications: Journal of the Association Montessori Internationale (2009-2012), vol. 2010, no. 2
Date: 2010
Pages: 73-77
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Abstract/Notes: A paper presented at the 18th International Montessori Congress, "The Montessori Method and the Handicapped Child", Munich, July, 1977.
Language: English
ISSN: 1877-539X
Master's Thesis
Investigating the views of Montessori preschool teachers on inclusive education in Montessori approach / Montessori yaklaşımında bütünleştirme uygulamalarına ilişkin Montessori okul öncesi öğretmenlerinin görüşlerinin incelenmesi
Available from: Ulusal Tez Merkezi / National Thesis Center (Turkey)
Asia, Inclusive education, Middle East, Montessori method of education, Montessori method of education - Teachers, Teachers, Turkey, Western Asia
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Abstract/Notes: The purpose of the study was to investigate the views of Montessori preschool teachers on inclusive education in Montessori approach. The views of 18 participants were examined in this study. All participants were selected from Ankara and İstanbul and they were investigated by a semi-structured interview protocol that was developed by the researcher based on the literature review. The protocol contained questions in three major parts; these were demographic questions about participants, questions about views on inclusive education and questions about views on inclusive education in Montessori approach and its advantageous and disadvantageous for children with disabilities. Phenomenology design was employed in the study and purposive sampling was used to reach the participants. According to findings of content analysis, Montessori teachers stated that they did not find themselves adequately educated and experienced in inclusive education but a large part of them thought that inclusive education is good for development of both disabled and non-disabled students. On the other hand, Montessori teachers expressed that enabling children to be independent and to encourage them to make their own decisions are the most important point of Montessori understanding. However, when considered in terms of disabled students, most teachers indicated that such liberal environment could constitute disadvantages for such students. Teachers stated that an educational environment which is structured and where influence of the teacher is more intensive would be better in terms of education of the disabled child, particularly when working with students with severe disabilities or students with attention deficit or autism. / Bu çalışma, Montessori anaokullarında çalışan okul öncesi öğretmenlerinin bütünleştirme eğitimi ve Montessori yaklaşımında bütünleştirme uygulamaları hakkındaki görüşlerini anlamayı amaçlamıştır. Çalışma 18 katılımcıyı kapsamaktadır. Tüm katılımcılar Ankara ve İstanbul ilinde Montessori okullarında çalışan okul öncesi öğretmenleri arasından seçilmiş olup, görüşmeler araştırmacı tarafından geliştirilen yarı yapılandırılmış görüşme formu ile yapılmıştır. Görüşme formu üç ana bölümden oluşmaktadır. İlk bölümde katılımcılar hakkındaki demografik bilgiler sorgulanırken, ikinci bölümde katılımcıların bütünleştirme eğitimi hakkındaki görüşleri ve son bölümde ise katılımcıların Montessori eğitimindeki bütünleştirme uygulamaları hakkındaki görüşleri sorgulanmıştır. Çalışmanın sonunda nitel analiz yapılmış olup bulgulara göre Montessori öğretmenleri bütünleştirme eğitimi konusunda kendilerini yeterince eğitimli ve deneyimli bulmadıklarını belirtmiş, ancak bütünleştirme eğitiminin hem engelli hem de engelsiz öğrenciler için faydalı olduğunu düşündüklerini ifade etmiştir. Öte yandan, Montessori öğretmenleri Montessori eğitiminin çocuğun bağımsız bir birey olmasında önemli bir rol oynadığını ifade etmiş, çocukların kendi kararlarını vermelerini teşvik etmenin Montessori anlayışının en önemli noktaları olduğunu belirtmiştir. Ancak engelli öğrenciler açısından değerlendirildiğinde öğretmenlerin çoğu bu özgürlükçü ortamın engelli öğrenciler için dezavantajlar oluşturabileceğini söylemiştir. Öğretmenler, özellikle ağır engelli öğrenciler ya da dikkat dağınıklığı olan ya da otizmli öğrenciler ile çalışırken öğretmenin etkisinin daha yoğun olduğu, yapılandırılmış bir eğitim ortamının çocuğun eğitimi açısından daha iyi olacağını ifade etmiştir.
Language: English
Published: Ankara, Turkey, 2019
Archival Material Or Collection
Box 6, Folder 24 - Lecture Outlines, 1962-ca.1963 - “The Montessori Approach to Teaching Religion, The Liturgy Lecture II / The Liturgy and the Montessori Method: Two Movements Start in Rome”
Available from: Seattle University
Date: ca.1963
Edwin Mortimer Standing - Biographic sources, Edwin Mortimer Standing - Writings
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Language: English
Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections
Book Section
A Community Based Approach to Educational Reform in Puerto Rico
Available from: Google Books
Book Title: Colonial Dilemma: Critical Perspectives on Contemporary Puerto Rico
Pages: 157-172
Americas, Caribbean, Latin America and the Caribbean, Public Montessori, Puerto Rico
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Abstract/Notes: Briefly mentions Juan Ponce de León community school.
Language: English
Published: Troy, New York: South End Press, 1993
Book Section
Adopting the Montessori Methodology in Teaching Languages to Adult Students: Transnational Approach
Available from: Springer Link
Book Title: The 11th International Conference on European Transnational Educational (ICEUTE 2020, Burgos, Spain)
Pages: 187-195
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Abstract/Notes: Teaching adults unlike educating children, is a difficult area, owing to the learners’ educational and social background, compounded by their expectations and assumed goals. Bearing in mind that learning and teaching strategies may not be equally effective with all learners, it is advisable to propose such a mode of teaching that would accommodate especially those adults who face difficulties with gaining knowledge, due to factors outside the strictly educational sphere. This is where, Maria Montessori’s pedagogy steps in with a proposal addressed at those persons who have so far failed to succeed in learning a foreign language in a traditional way. Her pedagogy has inspired teachers and educators all over the world and consequently, had a profound effect on the structure and quality of teaching until today. Although it has mainly dealt with educating children and young people until the age of 18, there have been attempts to apply her methodology to adult teaching. The author of this article will look at the ways her philosophy can be adopted in teaching adults, however to get a better perception of the nature of her ideas, some attention has to be drawn to what drove Maria Montessori to devoting her professional life to education.
Language: English
Published: Berlin, Germany: Springer International Publishing, 2021
ISBN: 978-3-030-57799-5
Series: Advances in Intelligent Systems and Computing , 1266