For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Top 10 Ways to Show Gratitude for Your Teacher
Publication: Tomorrow's Child, vol. 28, no. 2
Date: Nov 2021
Pages: 18
See More
Language: English
ISSN: 1071-6246
Book Section
Giuseppe Lombardo Radice and the teachers’ network in Tessin: Tracing an ‘educational- cultural transfer’ through the pages of L’educatore della Svizzera italiana
Book Title: Giuseppe Lombardo Radice in the Early 20th Century: A Rediscovery of His Pedagogy
Pages: 135-147
Early childhood care and education, Early childhood education, Education - History, Europe, Giuseppe Lombardo Radice - Biographic sources, Italy, Preschool education, Southern Europe, Switzerland, Western Europe
See More
Language: English
Published: Lausanne, Switzerland: Peter Lang, 2023
Edition: 1st
ISBN: 978-3-631-89586-3 978-3-631-89587-0 978-3-631-88286-3
Series: Erziehung in Wissenschaft und Praxis , 16
Article
How to Have a Successful Parent Teacher Conference
Publication: Tomorrow's Child, vol. 30, no. 1
Date: Feb 2023
Pages: 18-20
See More
Language: English
ISSN: 1071-6246
Article
New Leadership in the IMC - Teacher Education Committee
Available from: ISSUU
Publication: Montessori Leadership, vol. 25, no. 1
Date: 2023
Pages: 28-29
See More
Language: English
Article
Making Sense of Montessori Teacher Identity, Montessori Pedagogy, and Educational Policies in Public Schools
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 9, no. 1
Date: 2023
Pages: 1-15
See More
Abstract/Notes: Montessori teachers in public schools navigate a system daily that often does not align with their pedagogy, and district policies push them to stray from high-fidelity implementation. Using Weick’s sensemaking theory and literature on Montessori teacher identity, I contend that Montessori teachers’ identity plays a crucial role in how, or if, they respond to educational policies that may not seemingly align with the Montessori Method. The overarching purpose of this study was to understand Montessori public school teachers’ experiences with policies that influence their pedagogy. Through qualitative interviews and a culminating group-level assessment session, three themes emerged as teachers shared their experiences with educational policies: (a) Montessori pedagogy is more than the materials, (b) districts often force district-wide requirements that are at odds with the Montessori pedagogy, and (c) Montessori teachers in public schools do not feel supported. This article concludes with a discussion of how to better support Montessori teachers in public school settings based on the study’s findings.
Language: English
ISSN: 2378-3923
Article
Where Have All the Teachers Gone?
Available from: ISSUU
Publication: Montessori Leadership, vol. 23, no. 1
Date: 2021
Pages: 22-24
See More
Language: English
Article
Art, Music, Dance: Specialist Teachers & Extra Lessons in the Children's House
Available from: ISSUU
Publication: Montessori Leadership, vol. 15, no. 3
Date: 2013
Pages: 16-18
See More
Language: English
Article
Differing Definitions: When Parents' Assumptions Are at Odds with Those of Teachers
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 14
See More
Language: English
ISSN: 1071-6246
Article
Public Montessori Teachers: It's Time to Talk
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 4
See More
Language: English
ISSN: 1071-6246
Article
Reinvigoration: Teachers Took the Lead in Rejuvenating an Established Program [J.J. Hill Montessori, St. Paul, Minnesota]
Publication: Public School Montessorian, vol. 10, no. 4
Date: Summer 1998
Pages: 19
See More
Language: English
ISSN: 1071-6246