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Article
Fragment of a Letter [On Need for a Montessori School in Tibet]
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1969, no. 2/3
Date: 1969
Pages: 37
Asia, Displaced communities, India, Refugees, South Asia, Tibet
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Language: English
ISSN: 0519-0959
Doctoral Dissertation
Examining Montessori Middle School Through a Self-Determination Theory Lens: A Mixed Methods Study of the Lived Experiences of Adolescents
Available from: University of California eScholarship
Self-determination, Self-determination theory
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Abstract/Notes: Montessori education was developed over a century ago. Dr. Montessori and her followers designed learning environments to meet the academic, social and psychological needs of students from eighteen months to eighteen years old. Within her writings and books, Dr. Montessori described strategies and structures that support autonomy, competence and relatedness. These same supports are found within Self-determination Theory (SDT) literature. Research points towards a link between satisfaction of the basic needs for autonomy, competence, and relatedness and increased resilience, goal achievement, and feelings of well-being. . This study examined the influence of enrollment on the development of self- determination in a Montessori middle school which is intentionally created to support the development of autonomy, competence, and relatedness on adolescents. Bounded by self-determination, critical, and student voice theory, this research was designed to give voice to the most important stakeholders in education, add to the discourse on middle school reform, and provide the perspective of the student to the critique of middle level education. Based on the analysis of narrative, the major themes which represented all participants in all cycles were indicators of the importance of autonomy and relatedness. Two themes, "choose type of work", "choose order of tasks" illustrate the importance of autonomy to this group of students. The last major theme, "help me stay on top of things" highlighted the importance of relatedness to the study group. From these themes implications for middle level educators, educational leaders and future researchers were developed. Participants in the study voiced strong opinions about practices which supported autonomy and relatedness. Students valued the ability to choose the order of their tasks and the tasks they could choose to demonstrate understanding as well as the ability to re-take tests. These changes require a paradigm shift to a student- centered learning environment. Educational leaders can support this shift through providing staff development and planning time. Future research suggested by this study include studies which could further examine a possible link between relatedness support and student achievement and studies designed to capture the voices of students with a low measured SDT
Language: English
Published: San Diego, California, 2013
Article
Marin Montessori School Celebrates 40 Years [Corte Madera, CA]
Publication: AMI/USA News, vol. 16, no. 1
Date: Mar 2003
Pages: 9
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Language: English
Article
If We Build It, Will They Come? Creating a Building as Good as Your School
Publication: Montessori Life, vol. 14, no. 4
Date: 2002
Pages: 11–13
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Language: English
ISSN: 1054-0040
Article
The Owner-Executive Running the Montessori School
Publication: The Braille Monitor
Date: 1997
Pages: 794-
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Language: English
ISSN: 0006-8829
Article
Waarom Huishoudelijk Werk op de Kleuterschool?
Available from: Stadsarchief Amsterdam (Amsterdam City Archives)
Publication: Montessori Opvoeding, no. 7
Date: Jul 1947
Pages: 7-9
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Language: Dutch
Report
The Sands School Project: First-Year Results
Available from: ERIC
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Abstract/Notes: This study was initiated to make a preliminary evaluation of the effects of Montessori education when children continued with the same method in public schools that they experienced in prekindergarten. Subjects were 72 black 5- and 6-year-olds from lower-middle and lower economic class families. There were two experimental classes in nongraded primary classrooms. One experimental group had Montessori preschool experience; the other, Head Start. Two control groups had conventional public classroom experience. One control group had experienced Head Start; the other had no formal preschool education. In a multiple-assessment procedure, children were measured according to ability(1) to create novel solutions to a maze puzzle; (2) to match appropriate objects among a sample of 3; (3) to separate an item from the field or context of which it is a part; (4) to control and restrain impulse action (Draw-a-Line-Slowly); (5) to repeat sentences (WPPSI); and (6) to initiate investigative behavior (curiosity measures.) Findings indicated that the non-graded primary combined with preschool experience showed the best results; subtracting either preschool or non-graded practices reduced the progress of the children. (AJ)
Language: English
Published: Cincinnati, Ohio, 1968
Article
Experiences in a Montessori School
Publication: Around the Child, vol. 14
Date: 1971
Pages: 78-80
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Abstract/Notes: Previously published under the title, "Esperienze vissute in una scuola Montessori" in: Childhood Life, 19 (1970), n. 2, N.S. n. 5, p. 10-11; Also previously published in: AMI Communications, (1970), no. 2-3, p. 26-29.
Language: English
ISSN: 0571-1142
Article
Montessori Head Start: A Possible Answer to Funding Montessori Preschool in the Public Sector
Available from: ERIC
Publication: MPSC Update [Montessori Public School Consortium (Cleveland, OH)], vol. 1, no. 1
Date: Winter 1993
Pages: 1, 11
Americas, Montessori schools, North America, Public Montessori, United States of America
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Language: English
Article
Is the Montessori Method to be Introduced Into Our Schools? II: The Liberty of the Child and of the Teacher
Available from: Google Books
Publication: Irish Monthly, vol. 52, no. 610
Date: 1924
Pages: 176-182
Europe, Ireland, Northern Europe
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Language: English
ISSN: 2009-2113