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549 results

Article

Private Research Program Under Way

Publication: Montessori Review, vol. 1, no. 2

Pages: 11

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Language: English

Article

Council for American Private Education

Publication: AMI/USA News, vol. 14, no. 2

Pages: 9

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Abstract/Notes: AMI/USA applies for membership

Language: English

Article

Schulversuch nach Montessori am Gymnasium der privaten Anna-Schmidt-Schule

Publication: Das Kind, no. 2

Pages: 5-10

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Language: German

ISSN: 0949-2682

Article

Si fa presto a dire scuola: private non cattoliche

Publication: Il Venerda, no. 620

Pages: 62-67

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Language: Italian

Doctoral Dissertation (Ed.D.)

Square Pegs in Round Holes: Montessori Principals' Perceptions of Science Education in Texas Public Schools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: The purpose of this phenomenological study was to examine the perceptions of Texas public Montessori school principals as instructional leaders in science. Twelve public Montessori school principals were interviewed for this study. Two research questions were used: How do public Montessori principals perceive Texas science standards in public Montessori Elementary classrooms? How do principals view their role as an instructional leader in elementary science related to teachers' effectiveness and student outcomes? Research question one resulted in the following themes: (a) aligning curricula to the Texas Essential Knowledge and Skills (TEKS), (b) engaging science instruction as integrated and hands-on lessons, (c) emphasizing required district and state assessments, and (d) incorporating traditional teaching methodologies to support Montessori instruction. Research question two yielded common themes: (a) balancing Montessori methodologies and philosophies in public school settings with competing demands, (b) monitoring assessment scores as the determination of student success, (c) working in collaboration to support teacher effectiveness, and (d) providing resources and support to teachers. Implications for Montessori practitioners: paradox of Montessori education in a public school setting, strong support for science in classrooms from the principal and a need for continued research around Montessori education in public school settings.

Language: English

Published: Beaumont, Texas, 2013

Doctoral Dissertation (Ph.D.)

Diverse Parents, Desirable Schools: Public Montessori, Fit and Conflict in the Era of School Choice

Available from: ProQuest - Dissertations and Theses

African American community, African Americans, Americas, Early childhood care and education, Early childhood education, Montessori method of education - Criticism, interpretation, etc., Montessori schools, North America, Public Montessori, School choice, United States of America

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Abstract/Notes: One of the fundamental social problems in America is how to create racially diverse schools. While policy makers are slow to fix underlying housing segregation or return to busing, creating racial diversity through school choice is widely popular across the political spectrum. How can school choice create more racial and socioeconomic diversity, instead of increasing segregation?

Language: English

Published: New Haven, Connecticut, 2016

Doctoral Dissertation (Ph.D.)

An Exploration of the Experience of Teachers in Facilitating Meta-Learning Among Students in Christian Montessori Schools

Available from: ProQuest - Dissertations and Theses

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Abstract/Notes: This basic qualitative research records the author’s findings from the one-on-one in-depth personal interviews with twenty-three teachers, trainers, and administrators working for the Christian Montessori schools. The purpose of the study was to explore the experiences of the teachers in facilitating meta-learning, the how-to-learn and the why-to-learn, among students in the Christian Montessori schools. The findings are as follows: First, both the Montessorian training and the Christian spiritual preparation of the teachers in the Christian Montessori schools enables them to effectively facilitate both the how-to-learn and the why-to-learn meta-learning, which endorses their claim that they are the true heir of the original Montessori method; second, the teachers’ most meaningful way of facilitating meta-learning is students’ receiving spontaneous training through the teachers’ respectful scaffolding; third, the Christian Montessori school model is an integrated and viable system for educational reform pursuing both the how-to-learn and the why-to-learn at the same time.

Language: English

Published: Deerfield, Illinois, 2020

Doctoral Dissertation

Magnet Schools: Implications for Curriculum Development

Available from: University of Illinois - IDEALS

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Abstract/Notes: Central to this study is the Kankakee, Illinois School District 111 magnet school program, including a comparison of the magnet program to the regular or non-magnet curriculum program in Kankakee. Findings indicated that magnet students exhibited greater gains in some areas, including test results, as compared to their nonmagnet counterparts, supporting the idea that student, teacher, and parent choice of a learning environment has a direct impact on learning results.

Language: English

Published: Urbana-Champaign, Illinois, 2006

Doctoral Dissertation

Pre-Kindergarten Classroom Practices in Oklahoma Public Schools: Influence of Teacher and Principal Beliefs and Characteristics

Available from: SHAREOK

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Abstract/Notes: The purpose of this study was two-fold: 1) to examine the relations between pre-kindergarten (pre-K) teachers' characteristics, belief in developmentally appropriate practices (DAP), and DAP classroom practices and 2) to examine the relations between principals' characteristics, DAP and testing beliefs, and preferred pre-K classroom practices. Sixty-six principals and 63 pre-K teachers from public schools in small districts (districts with only one elementary school) in Oklahoma participated. Principals and teachers completed questionnaires containing DAP, demographic, and time allocation information. Data were analyzed using correlations and regressions.Findings and Conclusions: In the study of teachers, number of child development courses taken (r=-.29) and number of years experience teaching pre-K (r=.30) were related to DAP beliefs. The relation of DAP beliefs to DAP classroom practices was moderated by teacher's beliefs in the importance of obedience; DAP beliefs and practices were positively related for teachers with lower belief in the importance of child obedience. In the study of principals, principals' ECE courses taken (r=.36), ECE state test certification (r=.59), elementary certification (r=.34), number of years as a principal (r=-.25), years teaching preschoolers (r=.35), experience teaching 4th to 6th grades (r=-.35), and years teaching 4th to 6th grades (r=-.30) were related to principals' beliefs in DAP. Principals' ECE state certification (r=.41), ECE courses taken (r=.27), and years teaching 4th to 6th grades (r=-.33) were related to preferred DAP classroom practices and experience teaching 1st to 3rd grades (r=-.29) was related to use of workbooks and worksheets. DAP beliefs (r=.60) were significantly related to preferred DAP classroom practices. Testing beliefs were not related to principal characteristics or preferred classroom practices. The relation between the number of early childhood courses taken by principals and preferred DAP classroom practices was mediated by principals' beliefs in DAP.

Language: English

Published: Stillwater, Oklahoma, 2010

Doctoral Dissertation

Adaptación, ansiedad y autoestima en niños: comparación entre escuelas tradicional y Montessori [Adaptation, anxiety and self-esteem in children: comparison between traditional and Montessori schools]

Available from: Universidad de las Américas Puebla - Institutional Repository

Americas, Child development, Comparative education, Latin America and the Caribbean, Mexico, Montessori method of education, Normalization, Wellbeing

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Abstract/Notes: En el presente trabajo se describen y comparan los niveles de adaptación, ansiedad y autoestima registrados en 72 alumnos de escuela tradicional y 65 de escuela Montessori de la ciudad de Puebla, de entre 9 y 12 años de edad. No habiendo encontrado diferencias estadísticamente significativas en las tres variables estudiadas entre estas dos escuelas, es dado concluir que tanto la adaptación, como la ansiedad y la autoestima son fenómenos determinados por una multiplicidad de factores tanto internos (inteligencia, personalidad, maduración, aptitudes, actitudes, entre otros.), como externos (familia, escuela, sociedad, cultura), que actúan interrelacionados. Así mismo se establecen las correlaciones existentes entre adaptación, ansiedad y autoestima. Se describen, además, los análisis factoriales aplicados a los tres instrumentos psicométricos utilizados en esta investigación, ya que dos fueron generados en España y otro en Estados Unidos de América. Se recomienda que, ante la escasez de instrumentos psicométricos construidos y validados en nuestro país, se promuevan investigaciones que tengan como fin la producción y difusión de tests en México, lo que permitirá realizar estudios confiables y válidos en el campo de la Psicología. [In this work, the levels of adaptation, anxiety and self-esteem registered in 72 students from a traditional school and 65 from a Montessori school in the city of Puebla, between 9 and 12 years of age, are described and compared. Not having found statistically significant differences in the three variables studied between these two schools, it is possible to conclude that both adaptation, anxiety and self-esteem are phenomena determined by a multiplicity of internal factors (intelligence, personality, maturation, aptitudes, attitudes , among others.), and external (family, school, society, culture), which act interrelated. Likewise, the existing correlations between adaptation, anxiety and self-esteem are established. The factor analyzes applied to the three psychometric instruments used in this research are also described, since two were generated in Spain and another in the United States of America. It is recommended that, given the shortage of psychometric instruments built and validated in our country, research is promoted aimed at the production and dissemination of tests in Mexico, which will allow reliable and valid studies in the field of Psychology.]

Language: Spanish

Published: Cholula, Mexico, 2010

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