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115 results

Book

Directory of Montessori Classes and Montessori Teachers in the United States

Available from: Google Books

Americas, Montessori method of education - Study and teaching, Montessori method of education - Teacher training, Montessori schools, National Montessori Promotion Fund, North America, Teacher training, Teachers, United States of America

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Abstract/Notes: Includes an index of: (1) individuals who participated in Montessori training courses in 1913, 1914, and 1915; (2) Montessori schools or classes located across the United States.

Language: English

Published: New York, New York: National Montessori Promotion Fund, 1916

Book Section

Montessori Education in the United Kingdom

Book Title: Perspectives on Montessori

Pages: 99-110

England, Europe, Great Britain, Montessori method of education - Criticism, interpretation, etc., Northern Europe, Northern Ireland, Scotland, United Kingdom, Wales

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Language: English

Published: Deventer, The Netherlands: Saxion Progressive Education University Press, 2022

Edition: 1st edition

ISBN: 978-94-92618-56-6

Article

✓ Peer Reviewed

‘The Jigsaw Culture of Care’: A Qualitative Analysis of Montessori-Based Programming for Dementia Care in the United Kingdom

Available from: SAGE Journals

Publication: Dementia, vol. 20, no. 8

Pages: 2876-2890

Alzheimer's disease, Dementia, England, Europe, Gerontology, Great Britain, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI), Northern Europe, Northern Ireland

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Abstract/Notes: Montessori-Based Programming (MBP) in dementia care refers to a growing body of research and practice that has developed Montessori methods to facilitate self-paced learning, independence and engagement for people living with dementia. A number of research gaps have been identified in the existing literature such as a lack of cross-cultural studies and well-powered, robustly designed outcome studies. The current study investigated the use of MBP with a focus on provision in the United Kingdom. It aimed to identify MBP implementation approaches, challenges and barriers, and research gaps.Design and MethodsA qualitative design was implemented to analyse data from in-depth, semi-structured interviews with key stakeholders (N = 8) with experience of MBP in the UK. Participants included care home management and staff, MBP trainers and independent dementia experts with a background in Montessori methods. Thematic analysis identified 4 main themes and 12 sub-themes. The study took place between April 2019 and October 2019.FindingsA framework describing knowledge and understanding of MBP in the UK, implementation considerations, challenges and barriers, evidence of outcomes and research gaps was developed to provide guidance for researchers and practitioners. Implementation considerations included using a whole-home approach and changing the culture of care through management support. Barriers to implementation included conservative attitudes to care, perceived lack of time and resources, health and safety issues, and issues of sustainability.ConclusionThe benefits of MBP in dementia care are promising but require further empirical investigation. There is a need to design, execute and publish evidence to secure the support of key stakeholders in dementia care research, policy and commissioning in the UK.

Language: English

DOI: 10.1177/14713012211020143

ISSN: 1741-2684, 1471-3012

Book Section

Montessori Education in the United States of America

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 399-404

Americas, Early childhood care and education, Early childhood education, Maria Montessori - Biographic sources, Montessori method of education - History, North America, United States of America

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Abstract/Notes: This chapter recounts the 100-year history of the Montessori movement in the United States and the role of Montessori within the contemporary American education landscape. We explore the origins of Montessori education in the US in the early 1900s, the mid-century revival of Montessori in private schools, and the growth of Montessori programs in public schools in conjunction with the school desegregation and charter school movements. We also situate Montessori education within a national context, including teacher education, education research, and questions of diversity, equity, inclusion, and social justice. We conclude with considerations for the future of the Montessori movement in the United States.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Book Section

Montessori Education and Critical Race Theory in the United States

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 503-511

Americas, Critical race theory, Early childhood care and education, Early childhood education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Montessori method of education - History, North America, United States of America

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Abstract/Notes: This chapter explores critical race theory (CRT) within Montessori contexts from the perspective of people of the global majority residing in the U.S. with implications for other oppressed groups globally. CRT developed from American legal scholarship in the 1970s to explain the persistence of racism after the Civil Rights Movement’s apparent success. CRT argues that the legacies of racism persist and provides an analytical lens to examine the ways that racism pervades various facets of life, including education. This chapter examines how Montessori education infused with culturally relevant pedagogy (CRP) and anti-bias/anti-racist (ABAR) curricula and can be a viable alternative to educational systems that perpetuate white supremacy and fail students of the global majority and other marginalized groups. However, the chapter also challenges aspects of Montessori practice that retain a Eurocentric perspective to the exclusion of other cultural, racial, and linguistic groups’ contributions.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Book Section

Beyond Authenticity: Indigenizing Montessori Education in Settler Colonial United States

Book Title: The Bloomsbury Handbook of Montessori Education

Pages: 513-524

Americas, Culturally responsive teaching, Indigenous communities, Indigenous peoples, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., North America, United States of America

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Abstract/Notes: A deep sense of care and reverence honoring children has been central to many Indigenous nations for millennia, long before Maria Montessori first articulated ideas around following the child or the sacredness of childhood. This chapter argues that education, particularly in the United States, including Montessori education, is rooted in ideologies often aimed at erasing Indigenous people. The chapter begins by naming reasons Indigenous communities utilize Montessori practices for reclamation of their children’s education. It then confronts how Montessori has been and, in some instances, continues to be weaponized against Indigenous children and their communities. The chapter concludes with a vision for an Indigenized Montessori practice as a tool for creating culturally sustaining environments honoring, uplifting, and centering the languages, cultures, values, and knowledge of the Tribal Nations in which it is utilized.

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Blog Post

Growth of Public Montessori in the United States: 1975-2014

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Abstract/Notes: The last fifteen years have witnessed a surge of interest in Montessori education. This interest is evident in a rise in research on Montessori, increased mainstream press, and the opening of new Montessori schools. This growth in Montessori programs is evident not just in the private but also in the public sector, where we estimate that over 300 new public Montessori programs have opened since 2000.

Language: English

Published: 2014

Article

Reflections on Two Years Teaching in United States of America

Publication: The Bulletin (English Montessori Society), vol. 6, no. 43

Pages: 8

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Language: English

Article

Connections Between Montessori and the United Nations

Publication: Montessori Life, vol. 9, no. 1

Pages: 14–16

Maria Montessori - Biographic sources, United Nations

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Abstract/Notes: Address delivered at Montessori Congress, Rome, November, 1996

Language: English

ISSN: 1054-0040

Doctoral Dissertation

Characterizing the Conversation: A Historical Re-view of Maria Montessori's Visits to the United States, 1913-1918

Available from: Virginia Tech Libraries

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Abstract/Notes: This historical re-view of the events and interactions of Maria Montessori's visit to the United States between the years 1913 and 1918 begins by examining Montessori's personal history, with an emphasis on her educational background leading up to her becoming the first female physician in Italy. After discussing her scientific background briefly, the document specifically addresses several of Montessori's educational concepts. Next, this study examines specific nuances of organization, power and intent found in the educational system of the United States at the time of her visits. Particular emphasis is placed on the implications of industrialization, increasing immigration and the response of the educational establishment to these issues. Interactions and events from her visits in the United States follow. Montessori's influences on and experiences with prominent figures in the U.S. at that time are accentuated through the events that highlight her travels. After detailing each visit in the historical context in which it occurred, the piece continues with the author's discussion of how the dissertation applies to teaching history in the foundations. The piece concludes with conceptual suggestions of ways to increase diverse social awareness and encourage community-based responses of pre-service and in-service public school educators.

Language: English

Published: Blacksburg, Virginia, 1997

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