Abstract/Notes: The purpose of this study was (1) to investigate the degree of agreement between AMI trained Montessori teachers' knowledge and attitudes and Montessori's recommendations for guiding the process of normalization among young children and (2) to discover the reasons for differences from those recommendations. Normalization is the central process in the Montessori method. Except for a study by this investigator (Zener, 1993) guiding the process of normalization had not been researched since Montessori's work some forty-five to eighty-five years ago. Therefore, this investigation also provided current teacher experiences of guiding the process of normalization. One hundred sixty five Montessori teachers attending various regional and national conferences were surveyed with knowledge and attitude scales. Semi-structured interviews were conducted with 10% of the participants. Mean scale scores from 4.0 to 5.0 on a five degree Likert scale and a SD less than 1.0 were projected as satisfactory levels of agreement with Montessori's recommendations. Descriptive statistics were used to analyze the scales, and content analysis was used to analyze the interviews. T-tests and ANOVAS indicated that demographic variables were not significant to the results. The study concluded that AMI trained Montessori teachers reflected a satisfactory degree of agreement with the recommended knowledge and attitudes (M = 4.25, SD =.31 and M = 4.50, SD =.34 respectively). Knowledge and attitude correlated (p $<$.01). Reasons for differences among teachers' knowledge and attitudes about guiding the process included using other aspects of Montessori theory, disagreement with Montessori, difficulty in carrying out the theory in practice, misinterpretations of scale items, and misunderstandings about Montessori's recommendations for guiding the process of normalization. Implications for children, teachers, parents, school administration, and teacher education included validation of teachers for the high level of consistency in their reflections on guiding the process of normalization. Recommendations for future research included developing a more complete theoretical understanding of the process of normalization, particularly the importance of respecting children's spans of concentration.

Language: English

Published: College Park, Maryland, 1994

Language: English

ISSN: 1071-6246

Abstract/Notes: The purpose of this study was to identify competencies for the professional component of a program for preparing nursery school teachers in Guyana. It incorporated a definition of the purposes of the national Nursery Education Program in Guyana and a definition of the behaviors associated with teaching in the nursery schools through: (1) A review of the literature encompassing programs for young children; roles of teachers in programs for young children; competencies for teachers of young children and competency-based teacher education. (2) The development of an interview schedule to gather data about the purposes of nursery schools and the behaviors associated with teaching in the nursery schools in Guyana. (3) Use of the interview schedule to conduct personal interviews with uncertified teachers, certified teachers, supervisors, parents and lecturers attached to the Nursery Education Program in Guyana. (4) Content analysis of the responses to the interview questions. The data indicated that the respondents were aware of the purposes of nursery schools and what constitutes effective teaching in these schools. The information generated through the analysis provided the basis for the formulation of competencies for nursery school teachers in Guyana. The identified competencies are overarching; stated as behaviors to be demonstrated by certified nursery school teachers; and are categorized under the goals of the Guyana Nursery Education Program.

Language: English

Published: New York City, New York, 1982

Language: English

ISSN: 0010-700X

Language: English

ISSN: 1071-6246

Language: English

Abstract/Notes: reprinted from the NAMTA Journal 31.1 2006

Language: English

Language: English

ISSN: 0010-700X

Language: Italian

Published: Trento, Italy: Erickson, 2019

ISBN: 978-88-590-2042-4 88-590-2042-5

Language: English

Published: Rossmoor, California: American Montessori Consulting, 1995

ISBN: 0-929487-53-2