Abstract/Notes: This study undertook to investigate the practical application of the Montessori method in London Montessori pre-schools, and how this relates to the individual teacher's interpretation of the theory underpinning the method. This entailed an examination and analysis of the understanding and attitudes of teachers towards the practicalities of Montessori theory, as well as the relationship between that interpretation and the subsequent practice. Hence the key research aimed to determine the position and attitudes of a selection of Montessori teachers in schools today...

Language: English

Published: Brighton, England, 1993

Abstract/Notes: Montessori schooling, created by physician and educator Maria Montessori, is a well-known alternative to the traditional style of teaching. Many researchers have focused on how the Montessori method can produce successful and well-rounded students, not only academically, but within the social realm as well. What is less known is the extent to which Montessori impacts the social development of children and their forming of peer relationships and why it does so. After looking into and discussing the previous literature written on this topic, this thesis project utilizes reviews with two individuals with experience in the primary level Montessori setting to further understand how the Montessori method can possibly benefit the students socially and draw connections between teacher experience and scholarly research. It was discovered that the responses of the participants generally paralleled the claims of previous literature, with specific emphasis being placed on the sense of responsibility and ownership students held in the environment and the reduction of the teacher’s role in constructing how students utilize the environment and interact with one another.

Language: English

Published: Portland, Oregon, 2022

Abstract/Notes: This dissertation presents the results of an exploratory descriptive case study of the Moses Journaling for Equity Experience, a self-reflective intervention for public charter Montessori middle school teachers. The intervention is designed to elicit a reflective process to slow teachers’ thinking so they can decenter Whiteness and elevate the cultures and voices of their students of color within their pedagogy. The intervention was developed in the winter and spring of 2020, drawing heavily on the author’s experience as an equity consultant as well as the rich literature on ways teachers can nurture a sense of belonging for students of color. The intervention was refined with feedback from experienced Montessori teachers, with a focus on ensuring pedagogical alignment and curricular expectations within the Montessori system. Because this study represents the first time the intervention was implemented, it is most properly viewed as a pilot study. Three middle school Montessori teachers were recruited to participate. They began the intervention in the fall of 2021. The intervention consisted of eight weeks of reading curated articles, reflection questions, the collection of evidence, and the journaling of the reflection questions. A final debrief via Zoom encouraged participants to assess the effectiveness of the intervention. As a pilot study, the goal was to gather information on the overall effectiveness of the intervention, intervention shortcomings and strengths. Data were collected weekly in the form of written responses to questions intended to provoke thought and deep reflection on the part of the teachers. At the end of the intervention, each teacher participated in a semi-structured interview to further explore the ideas shared in their individual weekly reflective writings. Critical Race Theory, White Supremacy Culture Characteristics, and the Concerns Based Adoption Model were all used to frame the analysis and to draw conclusions. Results suggest the intervention is effective at building teacher awareness of the cultural, academic, and social assets students of color bring to the classroom, which is the beginning point for teachers to decenter Whiteness in their classrooms to support student of color belonging.

Language: English

Published: Eugene, Oregon, 2022

Abstract/Notes: The purpose of this qualitative descriptive study was to investigate how Montessori educators describe maintaining the fidelity of the Montessori Method when implementing the Louisiana Student Standards influences their ability to provide learning opportunities through social interactions that stimulate multiple senses for students in their classrooms in the south-central region of the United States. This study was informed by a theoretical foundation that drew on the theory of social constructivism and sensory stimulation theory. The three research questions asked participants to describe maintaining the fidelity of the Montessori Method when integrating the Louisiana Student Standards and the influences the standards had on their ability to construct learning through social interactions and provide learning opportunities that stimulate multiple senses in their classrooms. The sample consisted of public Montessori educators teaching in the south-central region of the United States. The two sources of data included 45 questionnaires and 12 semi-structured interviews. All interviews were transcribed and then coded. A thematic analysis of the data resulted in five themes: Montessori educators use supplemental materials, creative scheduling, need targeted professional development, plan instructional activities that require students to work cooperatively, and use authentic Montessori materials. This study will help advance scientific knowledge by adding to the current body of knowledge about the Montessori Method and implementing state standards. Finally, this study provides theoretical, practical, and future implications and suggestions for further research.Keywords: Montessori Method, Louisiana Student Standards, theory of social constructivism, sensory stimulation theory, state standards

Language: English

Published: Phoenix, Arizona, 2022

Abstract/Notes: Internationalisierung ist heute eines der wichtigsten Themen in diversen Sektoren. Viele nationale Bildungsbewegungen versuchen, durch ihre internationalen Filialen oder durch Zusammenarbeit im internationalen Märkte zu expandieren. Die Gülen-Bewegung ist eine dieser Bewegungen, die ihre Schulen erfolgreich internationalisiert hat und somit in den letzten drei Jahrzehnten zu einer internationalen Bildungsbewegung geworden ist, wie die Waldorf- und Montessori-Bewegung. Ziel dieser Studie ist es, die Internationalisierung der von Gülen inspirierten Schulen zu untersuchen. Ein qualitatives Forschungsdesign wird verwendet, um dieses Problem zu untersuchen. Halbstrukturierte Interviews werden mit Leitern der Gülen inspirierten Schulen aus drei Kontinenten und Experten der Bewegung durchgeführt. In der Feldstudie wurden zunächst die Bildungsphilosophie, das Schulkonzept und die Pädagogik der Gülen-Bewegung untersucht. Anschließend werden Internationalisierungsstrategien, Gründung und der Erfolg der Gülen inspirierten Schulen in verschiedenen Regionen der Welt untersucht. Am Ende werden die Auswirkungen des gescheiterten Putschversuchs in der Türkei im Juli 2016 auf Gülen inspirierte Schulen, ihre aktuelle Situation und die Zukunft dieser Schulen mit den Teilnehmern dieser Studie diskutiert. Die Ergebnisse zeigen das spezifische Bildungsmodell der Gülen inspirierten Schulen; wie diese Schulen mit kulturellen und sprachlichen Unterschieden in einem internationalen Umfeld umgehen; wie sie dem politischen Druck auf die Bildungseinrichtungen der Bewegung entgegenwirken und schlussendlich die Qualitäts- und Finanzfragen dieser Bildungseinrichtungen in verschiedenen Regionen. [Internationalization is one of the most important subjects in different sectors today. A lot of national educational movements attempt to open international markets by opening branches or working on cooperation. The Gülen Movement is one of these movements, which has successfully internationalized their schools and, thus has become an international educational movement in the last three decades, like Waldorf and Montessori movements. The purpose of this study is to examine the internationalization of the Gülen Inspired Schools. A qualitative research design is used to study this issue. Semi-structured interviews are conducted with managers of the Gülen inspired schools from three continents and experts on the movement. Initially, the educational philosophy, school concept and the pedagogy of the Gülen movement was examined on the field study. Following, internationalization strategies, founding and the success of the Gülen inspired schools in different regions of the world is researched. At the end, the effects of the failed coup attempt in Turkey in July 2016 on Gülen inspired schools, their current situation and the future of these schools is discussed with the participants of this study. The results show, the unique educational model of the Gülen inspired schools; how these schools deal with cultural and language differences in international environments; how they challenge political pressure on educational institutions of the movement; and quality and financial issues of these educational institutions in different regions.]

Language: English

Published: Düsseldorf, Germany, 2020

Language: English

ISSN: 0571-1142

Abstract/Notes: The researchers looked at how using Seesaw technology, in a six-week parent education intervention, would affect parent engagement with their children in learning at home as well as parent understanding of Montessori principles. The research participants were 31 parents and 2 teachers at two private, urban Montessori schools. Data was collected through pre and postintervention questionnaires, teacher logs of parent questions, and Seesaw usage data. Through the intervention, we saw parent knowledge of Montessori principles, parent engagement, parent efficacy, and parent confidence in Montessori education beyond preschool increase. Parents also enjoyed interacting with each other as a community of parents, building a school community. The research supports Seesaw as an effective tool for parent education in today’s digital world. Technology is something that is familiar to today’s parent and can be utilized more specifically and intentionally by schools to connect parents to student learning activities, to their community, and to encourage their own growth as parents. This growth was demonstrated by a shift in parents’ focus from the external (child’s behavior) to the internal (adult’s role in preparing the environment) consistent with Montessori’s prepared adult

Language: English

Published: St. Paul, Minnesota, 2018

Language: English

Language: English

ISSN: 0277-9064

Abstract/Notes: A report by Countess Lubienska on the preparations and curriculum of the XX International Montessori Course, Nice, 1934. We have chosen this document to substitute for a missing original text on this theme by Montessori herself.

Language: English

ISSN: 1877-539X